Communication Skills Research Articles

Students' Experiences and Strategies for Reducing Speaking Anxiety to Enhance Oral Communication Skills

This research examined the levels of speaking anxiety and explored students' experiences and strategies for reducing or coping with anxiety's negative effects to enhance their oral communication skills. The participants were 36 Grade 11 HUMSS students from Lipay National High School, Poblacion South, Sta. Cruz, Zambales. Using a mixed-method approach, data were collected through a survey and unstructured writing. The results revealed that the majority of participants experienced moderate levels of anxiety. The speaking anxiety expressed by the participants included physical manifestations, fears of judgment, concerns about language fluency, performance anxiety, and the fear of forgetting or experiencing a mental block. Additionally, various strategies employed by students to cope with or reduce their speaking anxiety were identified, including emotional regulation, understanding and application, knowledge expansion, social engagement, confidence building, and practical techniques. The findings emphasize the need for holistic support mechanisms addressing both the emotional and practical aspects of oral communication anxiety. Effective language learning involves a combination of cognitive, emotional, and social strategies. Tailored interventions that focus on building confidence, providing language support, and fostering a supportive environment can significantly contribute to alleviating anxiety in language learning contexts.

Integrating ICT with Drama Activities

As a teaching tool, drama contributes to the development of understanding the physical, emotional, intellectual, aesthetic, social, moral, and spiritual dimensions of human experience. Apart from developing communication skills, drama encourages confidence, self-esteem, cooperation, empathy, responsibility, problem-solving management, creativity, and imagination. The implementation of ICT should be used in a complementary way and not as a substitute for dramatic activities to create an empowering and enriching educational environment. The use of ICT implies the development and presentation of activity results, as well as hardware and/or software support for enhancing the drama environment. This paper presents a methodical scenario that purposefully incorporates ICT possibilities without disturbing the natural flow of drama activities.

Self-Efficacy and Self-Confidence Strengthening Training for High School Students and Equivalent in Activating Transactional and Interpersonal Communication

This training aims to enhance self-efficacy and self-confidence among high school students through specialized activities targeting key objectives. These include improving communication skills by teaching effective techniques such as expressing ideas, active listening, and persuasive speaking in both transactional and interpersonal contexts. The program also focuses on building self-efficacy by offering practical scenarios to boost confidence in social interactions. The training incorporates social and interpersonal skill development to strengthen students' ability to navigate daily interactions. Methods are grounded in self-efficacy and confidence theories, emphasizing practical applications through activities like simulations and interactive exercises. A holistic evaluation approach measures self-efficacy and confidence levels before and after the training, alongside the impact on students' transactional and interpersonal communication skills.. The findings reveal significant insights into the importance of strengthening self-efficacy and self-confidence for improving students' communication abilities. Practical implications include aiding in the development of more effective training programs to prepare young people for the demands of the modern workforce and daily life. Additionally, the training highlights the importance of ethical communication norms, fostering healthy interpersonal relationships, and equipping students with strong communication skills to gain a competitive edge in their careers.

Advancing access to substance use prevention for foster youth through digital innovation: an open trial of fostrspace with court appointed special advocate programs

BackgroundAdolescents in foster care report high rates of mental health needs, yet intervention access remains limited. Substance use commonly co-occurs with mental health symptoms, but availability of substance use services for foster youth is even more scant than mental health services. Technology has advanced access to behavioral health care across the lifespan, but only for certain sectors of the population. Little research focuses on leveraging technology to advance access for foster youth. We report open trial findings, as a precursor to launching a large-scale implementation science trial, on how a U.S. nationwide serving support system for foster youth, Court Appointed Special Advocates (CASA), might be leveraged to expand access to substance use prevention resources via the FostrSpace app. FostrSpace provides asynchronous resources and synchronous navigator, peer support, and direct clinical intervention. A concurrent 6-session ECHO® substance use prevention telementoring curriculum was co-developed as a FostrSpace implementation strategy with a 6-member CASA Advisory Board.MethodsSeven youth-CASA dyads enrolled in the open trial. We used a mixed-methods design (quantitative assessment and qualitative exit interviews) to assess feasibility and acceptability of ECHO® sessions (CASA-only) and the usability of the FostrSpace app (youth-only). Results Six of seven of the youth accessed the app at least once, but a majority reported the app log-in process was burdensome and unappealing, thereby limiting them from frequently using the app. All youth rated the app features, design and content as appealing, helpful and relevant. ECHO® -FostrSpace session attendance was high (most attended 5 or more sessions) and CASAs found the content highly engaging and useful, especially regarding CASA-youth substance use communication skills. ConclusionsTechnological barriers, such as log-in burden, can prevent youth in need from accessing relevant services and must be regularly assessed and resolved. Substance use education and skills-building for CASAs is novel and a viable implementation strategy to increase foster youth access to digital behavioral health services innovations. Substance use prevention content should be integrated within discussions on youth mental health and trauma to be most engaging and relevant. Findings are informing the subsequent hybrid implementation-effectiveness trial design of FostrSpace with 400 youth-CASA dyads across 10 CASA programs in California.Trial registrationRetrospectively registered.

Gesture Production Selectively Predicts Language Outcomes in Spanish-English Bilingual Children.

This longitudinal study (data collected from 2019 to 2023) examines the relation between Spanish-English bilingual Latino toddlers' (n=46; F=22; M=24) early gesture production (Mage=18.67 months; SDage=1.02) and later language skills (Mage=36.87 months; SDage=0.81). Video recordings at child-age 18-months yielded counts of children's speech and gesture production; the latter included gesture words (different meanings) and gesture sentences (gestures-plus-speech combinations). Multiple regression analyses revealed that gesture words and sentences at 18 months of age positively predicted word- and sentence-level skills at 36 months of age, respectively, but only in English. These relations held despite controlling for children's speech production. These findings, that early gesture production selectively predicts language outcomes in bilingual children, suggest that gesture production may facilitate language-specific learning rather than reflecting a global communicative skill.

'But I don’t know, she might actually ask?' Detecting sources of self-efficacy and conditions fostering collective teacher efficacy by analysing transcribed panel and group discussions

ABSTRACT Asking questions is essential for learning and socialisation. However, students with intellectual disability who have severe speech and language disorder (i.e. aided-speaking students) seldom get the opportunity to ask questions in teacher-fronted classrooms. Out of 22 consulted school leaders in the Swedish special school for children with an intellectual disability, six school leaders agreed to let their 82 teachers and classroom assistants participate in a 4-hour-long Conversation Analytic Role-play Method (CARM) workshop about aided-speaking students’ questions. The objective of this study was to investigate the underlying conditions of the significantly increased self-efficacy pre–post the intervention. Panel and group discussions were transcribed and analysed. Results showed that the two key actions (i.e. supportive leadership and empowered teachers) fostering collective teacher efficacy were acknowledged. The six school leaders created space for embedded reflective talk and displayed beliefs in teachers’ as well as classroom assistants’ abilities suggesting empowerment of classroom teams. The CA-based findings used in the workshop elicited reflective talk. For example, vicarious experiences (presented in anecdotes) worked to transfer CA findings in the workshop to participants own teaching practices. The findings have implications for communication skills training targeting teachers and classroom assistants working with aided-speaking students.

Pemanfaatan Aplikasi Elektronik Kartu Menuju Sehat (E-KMS SIKELA) Sistem Kesehatan Lansia di wilayah kerja Posyandu Rumbai Bukit

Rumbai Buki Health Center Health Cadres are spread across each posyandu work area. The cadres accommodate toddler and elderly posyandu. One very basic problem in the elderly is health, so efforts are needed to improve the health conditions of the elderly group. The existing posyandu cadres have an average education below high school. There are partner problems, namely the lack of ability to provide health services, such as poor communication skills, lack of knowledge about elderly health, lack of knowledge in screening the elderly Health Card, and lack of innovative activities from cadres. In addition, supporting equipment such as height meters, body weights, thermometers, sphygmomanometers, stethoscopes, and measuring devices for blood sugar, cholesterol, and uric acid levels are still very minimal. Problems in the field of information technology also exist, where recording of elderly health administration data is still done manually. The purpose of this PKM activity is to overcome problems in elderly posyandu cadre partners in Rumbai Bukit village, namely efforts to improve the health of the elderly through training and counselling to elderly cadres, counselling to the elderly, procurement of health support equipment, and designing information systems for computerized administrative management. The results of the service carried out showed that the elderly data totalled 52 people, consisting of 4 men and 48 women.

Distance Learning During the COVID-19 Lockdown and Self-Assessed Competency Development Among Radiology Residents in China: Cross-Sectional Survey.

During the COVID-19 lockdown, it was difficult for residency training programs to conduct on-site, hands-on training. Distance learning, as an alternative to in-person training, could serve as a viable option during this challenging period, but few studies have assessed its role. This study aims to investigate the impact of distance learning during the lockdown on residents' self-assessed competency development and to explore the moderating effect of poor mental health on the associations. It is hypothesized that radiology residents who were trained through distance learning during the lockdown were more likely to report higher self-assessed competency compared to those who did not receive organized, formal training. A cross-sectional survey was conducted in 2021 among all of the radiology residents in 407 radiology residency programs across 31 provinces of China. To estimate the long-term outcomes of radiology residents' training after the initial COVID-19 outbreak, this study measured 6 core competencies developed by the US Accreditation Council for Graduate Medical Education reported by radiology residents. Multiple linear regression and moderating effect analysis were conducted to examine the associations between distance learning, mental health status, and self-assessed competencies. Mental health status moderated the association between distance learning and self-assessed competency of radiology residents. A total of 2381 radiology residents (29.7% of the 8,008 nationwide) met the inclusion criteria and were included in the analysis. Among them, 71.4% (n=1699) received distance learning during the COVID-19 lockdown, and 73.2% (n=1742) reported mental health struggles ranging in severity from slight to extremely severe. Radiology residents who were trained through distance learning (β=0.35, 90% CI 0.24-0.45) were more likely to report higher self-assessed competencies. This was particularly true for the competency of "interpersonal and communication skills" (β=0.55, 90% CI 0.39-0.70). Whereas, the competency of "patient care and technical skills" (β=0.14, 90% CI 0.01-0.26) benefited the least from distance learning. Poor mental health significantly moderated the relationship between distance learning and competency (β=-0.15, 90% CI -0.27 to -0.02). Distance learning, a means of promoting enabling environments during the COVID-19 lockdown, serves its purpose and helps generally improve residents' self-assessed competencies, though different competency domains benefit unequally. The impact of mental health status calls for special attention so that distance learning can fulfill its potential.

Investigation into the Applications of Artificial Intelligence (AI) in Special Education: A Literature Review

The integration of artificial intelligence (AI) in special education has the potential to transform learning experiences and improve outcomes for students with disabilities. This systematic literature review examines the application of AI technologies in special education, focusing on personalized learning, cognitive and behavioral interventions, communication, emotional support, and physical independence. Through an analysis of 15 studies conducted between 2019 and 2024, the review synthesizes evidence on the effectiveness of AI tools, including intelligent tutoring systems, adaptive learning platforms, assistive communication devices, and robotic aids. The findings suggest that AI-driven technologies significantly enhance students’ academic performance, communication skills, emotional regulation, and physical mobility by providing tailored interventions that address individual needs. This review also highlights several challenges, including limited access to AI technologies in low-resource settings, the need for more comprehensive teacher training, and ethical concerns related to data privacy and algorithmic bias. Additionally, the geographic focus of the current research is primarily on developed countries, overlooking the specific challenges of implementing AI in resource-constrained environments. This review emphasizes the need for more diverse and ethical research to fully realize the potential of AI in supporting students with disabilities and promoting inclusive education.

A Framework for Mass Casualties Incident Commander Simulation

Acquiring the required skills to manage a Mass-Casualty Incident (MCI) as an Incident Commander (IC) in the prehospital phase is a challenging learning process. Current simulation methods provide basic declarative and procedural knowledge but need to be improved in their ability to lead to knowledge automatization. This paper proposes a new training simulation framework to assess, measure, and provide feedback on IC management, clinical, and decision-making, information-management and communication skills. Three different models were integrated into this simulation framework: A mathematical model for casualties’ survivability, the IC dual-process model, and the dynamic communication quantification model. A case study was generated to demonstrate the ability of the framework to differentiate between users with different skill levels. Combining the simulation framework into qualification courses and routine training can improve and enhance the skills required to perform the IC role in real MCIs and hopefully increase casualties’ survivability in real MCIs.

Nursing students’ experiences and perceptions regarding in-class flipped classroom: a mixed-methods study

BackgroundIn medical education, flipped classroom, providing innovative ideas for teaching reform, has been actively promoted. However, it requires completing preparatory work before the classroom, with workload burden, time constraints, and lack of familiarity being the most common challenges associated with the pre-class activity. Moreover, pre-class activities inevitably impose multiple burdens and challenges on nursing students, potentially leading to fatigue and hindering their ability to cope effectively, thus impeding the achievement of the intended learning outcomes. Implementing an in-class flipped classroom approach could help alleviate these challenges. This study aimed to deepen understanding of nursing students’ experiences and perceptions in the in-class flipped classroom settings, offering valuable insights for the reforming of nursing professional courses.MethodsThis study employed a mixed-methods study. The quantitative phase collected 107 nursing students’ learning satisfaction with the in-class flipped classroom via questionnaires. The data were analyzed employing SPSS 25.0. In the qualitative phase, semi-structured interviews incorporating four focus group discussions were conducted with 57 nursing students. The Colaizzi seven-step analysis method was employed to analyze the interview data.ResultsThe quantitative results showed that the top three ratings contributing to learning satisfaction in the in-class flipped classroom were mastering knowledge effectively, creating a good classroom atmosphere, and improving communication and collaboration skills. The median score for all items was no less than 4/5. The qualitative results revealed five themes: progressive learning experience, teaching efficiency and effectiveness, developing abilities, impact on academic and occupational emotions, and needing to be improved. Finally, the integrated results validated the accuracy and rationality of the data.ConclusionThe in-class flipped classroom, an innovative teaching strategy, enhanced teaching effectiveness and efficiency. This approach is well-suited for the reform of teaching methods in nursing practice courses.

Twelve Tips to Train Medical Students to Manage Their Uncertainty and to Provide Reassurance to Patients and Their Caregivers

Abstract Background Uncertainty is pervasive in clinical medicine and provides a major hurdle for decision-making. Our previous work has demonstrated the importance of providing parents of paediatric patients reassurance in the medical team’s plan of action, what we have termed “comfort with doctors’ reassurance.” Aims We provide several practical and implementable tips to medical students in how they can learn to deal with their own uncertainty, recognize the subtle complexities involved and acknowledge the emotional stress that can accompany this process, develop a healthy long-term relationship with uncertainty, and ultimately embrace its potential in providing holistic care to their patients and their caregivers. Results Twelve tips and actions in four main domains are recommended: (A) Understanding and Integrating Uncertainty into Medical Education, (B) Building Resilience and Empathy Through Self-Regulation and Reflection, (C) Enhancing Communication and Relationship-Building Skills, and (D) Clinical Skills for Reassurance and Decision-Making. Conclusions Even though uncertainty in medical decision-making is pervasive and challenging for the medical trainee, there are several concrete strategies that can build comfort with uncertainty in trainees and reinforce the potential positive attributes of uncertainty in the holistic care of patients. Empathy and expressing compassion remain key skills in bridging caregiver discomfort with uncertainty and comfort with doctors’ reassurance.

What Influences Students' Digital Literacy: A Meta-Analysis

ABSTRACT Digital literacy is an important measure for the digital transformation of education. And it is also a key symbol of students’ comprehensive development. Existing studies on the factors influencing digital literacy among students have not yet formed a consensus. Therefore, a meta-analysis method was used to systematically analyze 28 literature. Results show that expertise competency and communication ability are highly related to students’ digital literacy; Motivation awareness, technology acceptance, cognitive learning strategies, learning outcome, innovation and critical ability moderately related to students’ digital literacy; Digital exposure weakly related to students’ digital literacy. Besides, the relationship between digital exposure, technology acceptance with students’ digital literacy is significantly moderated by the grade variable. These findings offer valuable insights into educational practices, skill enhancement, and social development. First, we should stimulate students’ interest and willingness to explore emerging digital technologies through various teaching strategies. Second, strategically integrate digital technology with the development of core twenty-first-century competencies, including communication skills, innovative and critical thinking, expertise competence, etc. Finally, advocate for the multi-party collaboration in improving students digital literacy, together create a good digital development environment for students.

Perspectives of disabled adults on healthcare professionals role in promoting physical activity in China A reflexive thematic analysis

Healthcare professionals (HCPs) have been identified as key messengers for disabled adults in promoting physical activity (PA). However, few studies revealed the disabled adults’ views and preferences for HCPs in PA. This study aimed to understand disabled adults’ perceptions and experiences of the role of HCPs in promoting PA in China. Forty-one Chinese disabled adults participated in one-to-one semi-structured interviews, recruited by three purposive sampling strategies: maximum variation, criterion-based and snowball sampling. Data from interviews were analysed using reflexive thematic analysis. Three themes were identified: (1) mastery beyond the medical, (2) title clarification within a HCP hierarchy, and (3) balancing medical and lay words with accessibility. Participants valued the role of HCPs in integrating PA within medical care but noted gaps such as insufficient guidance on transitioning PA to daily life, lack of diverse options, and limited support for fostering autonomy in PA quality participation. Misunderstandings about HCP roles hindered effective healthcare interactions, while clear, disability-sensitive communication was essential for building trust and fostering PA participation. This study highlights the need for HCP training to improve personalised PA guidance, role clarity, and communication skills alongside policy changes to better support disabled adults in PA participation. Additionally, future research should involve a broader sample to improve these PA strategies and assess their impact.

Research on the Phenomenon and Causes of “Chinese Cultural Aphasia” in English Learning Among High School Students

Under the strategic backdrop of “Chinese culture going global” and the “cultural power” initiative, English classrooms bear the important mission of telling Chi-na’s stories well and disseminating China’s voice. However, for a long time, China’s English education has overly emphasized the input of Western culture while neglecting the output of local culture, leading to a widespread phe-nome-non of “Chinese cultural aphasia” among students—that is, despite pos-sessing a certain level of English proficiency, they struggle to effectively express Chinese culture in English. This phenomenon not only weakens students’ cul-tural iden-tity but also hinders the development of cross-cultural communica-tion skills, impeding the international dissemination of China’s excellent tradi-tional cul-ture. This paper analyzes the causes of Chinese cultural aphasia and explores practical approaches to integrating Chinese culture into English class-rooms, aiming to enhance students’ cultural communication abilities and na-tional pride, thereby better promoting the inheritance and promotion of Chinese cul-ture in the global context.

“Are you being served?” Evaluating the impact of training on police officers’ service orientation

Purpose This study aims to examine whether and how a training program affects police officers’ perceptions of policing as a service-oriented profession. Given the increasing emphasis on service-oriented policing in recent reforms, understanding the impact of training on officers’ perceptions is crucial for effective public service delivery. Design/methodology/approach Two interrelated studies (n = 101) were conducted to assess the impact of a training program on officers’ service orientation perceptions. This study uses a McNemar’s test, logit and ordered logit models, analyzing participants’ self-reported changes in service orientation and communication skills following program completion. Findings The results indicate that participation in the training program significantly improved officers’ perceptions of policing as a service-oriented profession. Furthermore, the perceived enhancement of communication skills positively influenced officers’ service orientation perceptions, suggesting that communication training plays a key role in shaping professional identity. Practical implications Public agencies should integrate service-oriented training programs to reinforce street-level bureaucrats’ perception of their roles as service providers. Training programs should emphasize communication skill development, as it significantly enhances service orientation. Policymakers should allocate resources to evidence-based training initiatives that improve public service delivery. Police agencies can benefit from adopting a structured, service-focused training model to align policing practices with public expectations. Continuous professional development programs should be implemented to sustain and reinforce service-oriented mindsets over time. Originality/value This study contributes to the growing body of evidence-based research on public worker training by demonstrating the effectiveness of targeted training programs in fostering a service-oriented mindset among officers. The findings provide practical insights for policymakers and public sector leaders seeking to enhance public service delivery through professional development initiatives.

Physical Fitness Predicts Bullying Victimization for Boys but Not for Girls: A Two-Wave Follow-Up Study.

Physical Fitness Predicts Bullying Victimization for Boys but Not for Girls: A Two-Wave Follow-Up Study.

Improvement of Students' Literacies Skills in The Knowledge Aspect through Science, technology, engineering, and mathematics (STEM)-Integrated Module

The 21st century requires students to have abilities and competencies that are by the times. These abilities and competencies include Critical Thinking, Creativity, Communication Skills, and Collaboration. This study aims to examine the improvement of Science, technology, engineering, and mathematics (STEM) literacy in aspects of knowledge after applied learning using STEM-based modules. The research method is quasi-experimental with a pretest-posttest one group. The population of this study is class X high school students in one of the high schools in Karawang, Indonesia. The institution used a multiple-choice question of 25 questions consisting of 12 questions to measure scientific literacy, 6 questions to measure mathematical literacy, and 7 questions to measure technological engineering literacy. The increase in STEM literacy is seen from the normalization gain (n-gain) analysis. STEM literacy ability has increased by looking at the results in gain g obtained by 0.69 in the medium category. The increase in STEM literacy in the knowledge aspect of science literacy results in gain g obtained by 0.66 in the medium category, the n-gain basic mathematical literacy obtained by 0.71 in the high category, and the technology-engineering n-gain literacy obtained by 0.73 in the high category. this shows that learning by using STEM-based modules can improve STEM literacy skills in alternative energy materials.

Exploring ecolinguistics: A new paradigm for tourism English learning

This study investigates the integration of ecolinguistic principles into English language instruction for tourism students to enhance their environmental awareness and communication skills. Employing a qualitative approach, the research involved 29 tourism students at the Denpasar Academy of Tourism in Indonesia. Data were gathered through a practical adventure tour activity and individual interviews. The findings reveal that ecolinguistic strategies significantly improved students’ use of environment-related vocabulary, increased their confidence in discussing ecological issues in English, and cultivated a stronger sense of environmental responsibility. The study suggests that embedding ecolinguistics in English tourism education equips future professionals with the linguistic tools to promote sustainability in the tourism industry.

The Benefits of a Heart Health Service Learning Opportunity for First-Year Medical Students

Service learning across medical schools is non-standardized and the skills that they learn can vary. Project HEART, a volunteer-based outreach program focused on teaching cardiovascular health and cardiopulmonary resuscitation (CPR) at public high schools, was implemented to encourage greater community engagement and equilibrate skill acquisition across different service projects. This pilot study characterized the benefits of providing service learning opportunities to first-year medical students. First-year medical students at a single institution were recruited to Project HEART. Following service sessions, all students completed a retrospective pre/post survey. They provided self-reported scores on a five-point Likert-type scale, grading their didactic and communication skills before and after the event. Subjective feelings of community engagement were also queried. Overall, 30 students were recruited across nine different community programs. Following participation, significantly increased confidence was seen in performing hands-only CPR (p < 0.001), public speaking (p = 0.003), teaching effectively (p < 0.001), and explaining medical terminology to laypersons (p < 0.001). Volunteers had an increased sense of community engagement (p < 0.001) and 17/30 students expressed greater consideration towards specializing in cardiology, primary care, or entering academia after participation. The study supported the proposal that service learning may promote self-determined altruism, positively influence perceptions of community stewardship, and have positive subjective benefits on medical student education.