Communication Confidence Research Articles

Effects of an online program about intimate and romantic relationships for people with mental disorders (AIRIKI): a study protocol for a randomized controlled trial

BackgroundThe concept of recovery has become internationally widespread. To promote personal recovery of individuals with mental disorders, it is important that they live life on their own terms. Many people with mental disorders wish to build intimate relationships and marry. However, people with mental disorders face obstacles in building such relationships and communicating with their partners. The program AIRIKI, which means “power to love,” was developed to help people with mental disorders gain confidence in building intimate relationships. The AIRIKI pilot study with one-group pre post test showed positive effects on self-esteem, hope, and communication. Therefore, the purpose of the proposed randomized controlled trial (RCT) is to determine the effects of the videoconferencing program on self-esteem, hope, and self-confidence in communication among un-married people with mental disorders.MethodsThe proposed randomized controlled trial has two arms (intervention group and control group). After baseline questionnaire assessment, participants will be allocated randomly. Within two months of allocation, the intervention group will participate in videoconferences about intimate relationships and marriage with 2–5 participants and 3 facilitators, which will last 3 h, for two days. Three facilitators will support participants in each session. The intervention group will complete a questionnaire for outcome assessment at termination and one month after the program. The control group will complete the outcome questionnaire at one month after baseline and two months after baseline. The questionnaire will include the Rosenberg Self-Esteem Scale (RSES), Herth Hope Index (HHI), and Self-confidence in Communication Scale (SCS). Control group members can participate in a videoconference program, which will be held separately from the intervention group, after completing their outcome assessments.DiscussionThis trial is the first randomized controlled trial of which we are aware to test the effects of an online program for un-married people with mental disorders to consider and discuss their romantic relationship and marriage. The results will provide information on the effectiveness of an online program for people with mental disorders to imagine their romantic relationships and marriages.Trial registrationThis trial has been registered with the UNIN Clinical Trials Registry (UMIN000052027; 2023/08/28).

Enhancing Real-world Language Skills through Clil: A Study on Language Mastery and Everyday Applications

The study investigates how Content and Language Integrated Learning (CLIL) enhances language proficiency and its practical application in professional, social and cultural contexts. The research aims to explore how CLIL impacts real-world language use by integrating subject-specific content with language learning. Using a mixed-methods approach involving 270 students, 12 educators and 3 curriculum developers across three educational institutions, data was gathered through classroom observations, semi-structured interviews and focus group discussions. Key findings indicate that CLIL significantly improves students' communication confidence, particularly in professional and social settings and fosters greater intercultural competence. Students reported higher confidence in using language in everyday situations, including formal communication and informal social interactions. However, challenges such as the need for enhanced teacher training and alignment of resources and curricula were also identified. These findings provide important insights for educators and policymakers by demonstrating the potential of CLIL to transform language education, making it more relevant and applicable to real-life contexts. With adequate support and resources, CLIL can enhance language proficiency and intercultural skills, equipping learners to thrive in diverse social and professional environments.

The Application of Elsa Speak Software in English Teachingat Can Tho University of Technology – A Case Study

This paperdelves into the effectiveness of the Elsa Speak software in improving English pronunciation and speaking-listeningskills among English-majored freshmen and sophomores at Can Tho University of Technology (CTUT). The study was conducted with63 students ina three-month experimental usage phase (where students learned the basics in class and practiced at home using ELSA). The results showed that during this phase, students using ELSA Speak had noticeable improvements in pronunciation and communication confidence. ELSA Speak helps students recognize and correct their pronunciation errors, thereby improving the quality of their speaking and listening skills. However, challenges such as dependence on technology and the necessity of skills to use the software were also noted. Our study concludes that integrating assistive technology such as ELSA Speak into the curriculum can have positive effects and should be considered for widespread application.

<span><strong>Vietnamese English-major students’ views and practices on English pronunciation</strong></span>

English pronunciation competence is important in learning English as a foreign language. The present study aimed to provide insights into English-major students’ views and practices for this competence. To its end, the study investigated (1) relevant values of English pronunciation competence perceived by English-major students, (2) specific pronunciation errors they attend to for improvement, and (3) practices they undertake to improve this competence. For data collection, an interview survey was conducted among 16 students majoring in English from a university in Vietnam. The results reveal that all students endorsed the valued English pronunciation competence for their confidence in English communication and learning success as an English major in college. They also cited their common pronunciation errors (which stemmed from phonological discrepancies between English and Vietnamese and other relevant causes) and self-initiated practices for improvement; however, only a few students had developed effective self-improvement strategies. Accordingly, pedagogical implications are addressed and further studies are recommended to advance our understanding in this regard.

Effectiveness of an Educational Seminar for Older Adults With Hearing Loss

Purpose: Despite the recognized benefits of aural rehabilitation (AR), its adoption has been limited. The purpose of this study was to investigate the effectiveness of group AR through an educational seminar for older adults with hearing loss, “Optimal Hearing,” evaluating the application of various patient-reported outcome measures. Method: Participants were older adults with hearing loss. The seminar covered content such as hearing loss and aging, audiogram interpretation, clear speech, lipreading, and hearing aids. Small group activities for personalized instruction also included: the Client Oriented Scale of Improvement (COSI), Communication Confidence Profile (CCP), and, a study-specific measure, the Optimum Hearing Questionnaire (OHQ). Results: Participants experienced significant improvements in various areas measured by the COSI. The CCP showed significant change in one item (confidence while conversing with friends in a noisy restaurant), while several items on the OHQ indicated significant changes postintervention. Conclusion: The findings suggest the potential clinical utility of these measures in group AR settings and the importance of individualized goal setting. Supplemental Material: https://doi.org/10.23641/asha.26824111

The Role of Film-Based Learning Projects in Enhancing Communication Proficiency

Film-based learning projects enhance communication proficiency by immersing students in visual and auditory experiences that improve their understanding, skills, confidence, and creativity in conveying ideas. This study investigates the impact of film-based learning initiatives on students' communication skills through a qualitative methods approach. Data were collected from 150 students using a pre-post-test evaluation, focusing on five key variables: understanding of content, skills improvement, confidence in communication, proficiency in communication, and strategic problem-solving skills. Qualitative data provided a comprehensive understanding of how film-based learning influences communication. It shows students' skills in using SPSS to communicate results from a variety of statistical studies, such as the Wilcoxon signed-rank test and paired sample t-test, which showed a significant improvement in communication ability across these variables. The paired sample t-test highlighted notable gains in communication skills, while the Wilcoxon test confirmed these improvements by analyzing ranks and medians. The findings underscore the effectiveness of film-based interventions in significantly enhancing various aspects of students' communication abilities.

The development of a model for monitoring the quality of online psychological and educational services by using automated analysis of user reviews

Introduction. Digitalization of education and healthcare is an inevitable response to the demands of society. However, it is associated with the emergence of many risks, and the need for regulation and evaluation of new online practices is becoming increasingly important. Questions about the quality of online services are becoming more and more significant, as well as the search for new methods to monitor large amounts of publicly available data about online interactions with helping professionals. The purpose of this study is to develop a model for monitoring psychological and educational online services through automated analysis of user reviews and feedback. Materials and methods. The sample for the study consisted of a variety of reviews about online psychological and educational services. A total of 24,351 reviews of psychologists' work and 6,812 reviews of tutors' work were uploaded. These reviews were ranked in order to identify levels of user satisfaction. We used the following methods to collect and analyze the data: 1) Automated data parsing to extract relevant feedback using the GraphQL API; 2) The TF-IDF (term frequency-inverse document frequency) method to identify the most important linguistic markers in the reviews; 3) The LDA (latent Dirichlet allocation) method for thematic modeling of the reviews. The results of the study. An empirical study of online reviews of psychological and educational services in accordance with this model revealed their thematic structure in four main areas: assessment of interaction (19.8%), assessment of results (26%), organization of professional interaction (20.4%), and assessment of professional skills relevant to clients (29.1%).The main characteristics that users perceive in psychological online services are: the importance of comfortable communication (21.9%), inclusiveness (13.9%), and specialist experience (5.9%). Additionally, the ability to structure a request is also significant (19.8%). The result of evaluating the psychologist's work can be seen in user reviews. Some of the most common responses include: understanding the problem (18.5%), seeing the issue from a different perspective (6.7%), and feeling better (11.3%). Assessments of the quality of online education services include accessibility and clarity of presentation (29.5%), as well as confidence and flexibility in communication (6.1%). Additionally, finding a common language with students is also important (6.2%). Conclusion. The analysis of user feedback on educational and psychological online services can help to understand the directions for the development of work by helping specialists, create a system for monitoring non-specialized assistance, describe criteria for the training and retraining of specialists, and create educational programs for developing digital competence among psychologists and educators.

Mediating Effect of Communication Self-confidence in the Relationship Between Critical Thinking Disposition and Problem Solving Ability of Nursing Students

Mediating Effect of Communication Self-confidence in the Relationship Between Critical Thinking Disposition and Problem Solving Ability of Nursing Students

Embracing Opportunities and Navigating Challenges: Teaching Pronunciation in the EFL Context of Nepal

English is a vital medium for international communication and academic progress in Nepal, making the mastery of pronunciation crucial for students aiming to thrive in a globalized world. This study explores the intricate landscape of pronunciation instruction in English as a Foreign Language (EFL) settings, examining various perspectives, challenges and effective teaching methods. Factors influencing pronunciation acquisition include learners’ native language, exposure to the target language, motivation and instructional strategies. Pronunciation instruction covers phonemes, intonation, stress, rhythm and connected speech, all essential for effective spoken communication. Challenges in teaching pronunciation involve neglect, first language interference and reception issues, highlighting the need for innovative teaching strategies. Effective methods include minimal pairs, modeling and imitation, audio recordings, phonetic symbols, pronunciation drills, visual aids, error correction, contextualization and integration with other language skills. This study emphasizes the importance of a holistic approach to pronunciation instruction, raising awareness of its role in language education, and promoting continuous professional development for educators. Future research should explore innovative pronunciation teaching methods, considering new trends in language education and pedagogical advancements. By prioritizing pronunciation instruction and using evidence-based practices, educators can help learners achieve greater fluency, accuracy and confidence in spoken communication within diverse linguistic and cultural contexts.

Developing EFL University Students’ Willingness to Communicate and Self-Perceived Communicative Confidence through Self-Assessment of Self-Recorded Conversations

Research on teacher strategies to improve learners' willingness to communicate (WTC) is limited. However, encouraging outside-the-class conversations could increase L2 exposure and improve communicative skills. This study investigated the effects of self-assessment of self-recorded conversations on Thai university EFL learners’ WTC and self-perceived communicative confidence. It also explored their attitudes towards the self-assessment. A mixed-method research design involving questionnaires, reflective reports, and interviews was employed to gain a comprehensive understanding of the effects and perspectives among 46 first-year university students with low English proficiency. Six students were interviewed to provide deeper insights into self-assessment effects. The results suggested that the self-assessment could develop WTC and self-perceived confidence. Also, it could raise awareness of their speaking problems as well as promote learning autonomy and the feeling of being supported by the teacher. Teachers can use the findings to increase learners’ WTC and foster learning autonomy, especially in the EFL context.

South-East Asian Nurses' Experiences Under the Economic Partnership Agreement (EPA) in Japan: How Language Ability Affects Self-Confidence and Interpersonal Relationships.

Since 2009, nurses have relocated to Japan from Indonesia, the Philippines, and Vietnam under the auspices of the Economic Partnership Agreement (EPA). We asked why some migrant nurses remain in Japan whereas others leave. We applied the methodology of Constructivist Grounded Theory. All participants were internationally educated nurses (IENs) currently or formerly working in Japan after passing the National Nursing Examination. Difficulty in mastering the Japanese language was established as one of the main themes. Initial coding elicited two explanatory sub-categories: lack of confidence in communication and effects of language difficulty on workplace relationships. One explains how practical experience in the workplace affected nurses' confidence in communication. The other explains how levels of Japanese language attainment shaped relationships with colleagues. These findings suggest a need to regulate the working conditions of foreign nurses, and a need for training schemes to optimize IEN retention.

Gamification and Game-Based Learning in Nursing Education

With the recent rapid changes in the medical environment and technology, traditional teaching methods are no longer sufficient to meet current professional needs. There is an increasing demand for emerging technologies in higher education, necessitating more interactive and personalized educational approaches. Hence, educators are exploring innovative teaching interventions, including digital simulations and gamified learning, to enhance motivation and engagement in learning. In this article, the concept and core elements of gamified learning are introduced and related methods applicable to nursing education such as digital simulations, virtual reality, tabletop games, and escape rooms are described. In addition, gamification teaching techniques that enhance student learning motivation as well as improve learning outcomes in theory and practice are discussed. Gamified learning enables nursing students to practice in rich and diverse interactive simulated environments. Using appropriate teaching strategies, the gamified approach to learning can strengthen critical thinking, problem-solving abilities, and communication confidence in students. Designing game mechanisms and methods that align with educational objectives and mastering the key principles of gamified teaching is an effective approach to diversifying and enhancing the effectiveness of learning activities in the classroom.

THE IMPACT OF THE THINK PAIR SHARE STRATEGY ON STUDENTS’ SPEAKING SKILL

The purpose of this research is to determine the impact of the Think-Pair-Share strategy on students' speaking skill. The research method employed a quantitative approach with a quasi-experimental design. Pre-test and post-test were used as instruments in this study to measure the development of students' speaking abilities. The sample size for both the controlled and experimental classes consisted of 25 students. The results of this research depict significant findings. The consistent use of the Think-Pair-Share strategy led to a meaningful improvement in the speaking abilities of the tenth-grade students at MAS Dayah Darul Ihsan. During the research period, students showed a noticeable enhancement in their ability to communicate more confidently and effectively. This is evidenced by the final scores in the experimental class, which were 72.92, while the controlled class scored 56.88. Therefore, it can be concluded that by providing opportunities for students to interact, discuss, and share ideas, the use of this strategy not only enhances their speaking abilities but also boosts their self-confidence in communication. Thus, the Think Pair Share strategy holds great potential for improving students' speaking abilities in various educational settings.

Online vs. face-to-face interactive communication education using video materials among healthcare college students: a pilot non-randomized controlled study

BackgroundThis study aimed to examine whether online interactive communication education using video materials was as effective as face-to-face education among healthcare college students.MethodsThe participants were healthcare college students who were enrolled in study programs to obtain national medical licenses. They participated in lectures and exercises on healthcare communication, both online (n = 139) and face-to-face (n = 132). Listening skills, understanding, and confidence in healthcare communication were assessed using a self-assessed tool.ResultsFrom the two-way ANOVA result, the interaction effects between group (online, face-to-face) and time (Time 1, Time 2, Time 3) were not statistically significant. The main effect of time increased significantly from Time1 to Time 3 on understanding of communication with patients (Hedges’g = 0.51, 95%CI 0.27–0.75), confidence in communication with patients (g = 0.40, 95%CI 0.16–0.64), and confidence in clinical practice (g = 0.49, 95%CI 0.25, 0.73), while the score of listening skills had no significant change (Hedges’g = 0.09, 95%CI − 0.03 to 0.45).ConclusionsThe results show that online communication education with video materials and active exercises is as effective in improving students’ confidence as face-to-face. It will be necessary to modify the content of this educational program to improve skills as well as confidence in communication.Trial registrationNot Applicable.

Breaking the silence: the role of sexual communication on quality of life in women with cervical cancer

IntroductionCervical cancer (CC) and its treatments impact various dimensions of quality of life (QoL), including physical, psychological, and sexual functioning. Sexual health, a crucial QoL aspect, is often compromised, highlighting the necessity for open sexual communication.Materials and methodsThis study involved 60 women diagnosed with stage IIb-IIIa CC. The 36-Item Short Form Survey (SF-36) was used to measure physical and psychological components of QoL, the Female Sexual Function Index-6 (FSFI-6) to assess its sexual component, and the Sexual Communication Self-Efficacy Scale (SCSES) to diagnose communication confidence. Self-administered questions gauged patient-provider sexual communication. The results include quotes from participants, providing additional insight.ResultsSexual communication self-efficacy and patient-provider communication correlated significantly with QoL components. Only 23.33% discussed sexual issues with their doctors. Participants’ experiences highlighted the impact of cancer on sexuality and the need for tailored support.DiscussionPost-diagnosis psychosexual changes emphasize the importance of communication in renegotiating sexual identity and needs. Effective communication is associated with improved QoL, highlighting the role of healthcare professionals in addressing psychosexual issues. Integrating PLISSIT and BETTER models provides a comprehensive approach to sexual communication in the cancer context.ConclusionThe study demonstrates the importance of sexual communication self-efficacy in QoL of CC patients and highlights the need for healthcare professionals to include sexual communication education in cancer care.

ДОПОВНЕНА РЕАЛЬНІСТЬ ЯК ЕФЕКТИВНИЙ ІНСТРУМЕНТ ВДОСКОНАЛЕННЯВМІНЬ ГОВОРІННЯ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ

The article explores the role of augmented reality (AR) as an effective tool of developing speaking skills in English language classes. In the modern world, where technologies intertwine with reality, AR not only emerges as a trend but also stands as a powerful tool for education. By immersing themselves in an interactive environment, students gain a unique opportunity to apply their communication skills in real-life situations, fostering not only increased motivation but also the development of key linguistic abilities. It is noted that the research topic has gained significant popularity abroad in the past decade, yet in the domestic educational segment of English language teaching, it remains on the periphery of scientific investigations. Therefore, the author of the article aims to uncover the potential of AR applications and platforms as effective tools for enhancing students’ speaking skills in English language classes. The article examines mobile AR applications and platforms and proposes specific exercises for the development of speaking skills suitable for use by teachers. The author reveals the immense potential of augmented reality for revolutionizing the teaching of English as a foreign language (EFL), as AR applications seamlessly integrate digital elements into the real environment, offering a unique and immersive learning experience beyond traditional methods. One of the main advantages highlighted in using augmented reality in the context of speaking development is the ability to create immersive scenarios where students find themselves in different situations requiring the use of English for effective communication. For example, they can interact with virtual characters, solve tasks, and engage in role-playing games, contributing to the development of linguistic skills and confidence in oral communication.

Communication Strategies, Difficulties, and Speaking Tasks in Foreign Language Learning

This study explored the communication strategies of college students majoring in one of five modern foreign languages (i.e., English, French, German, Japanese, and Spanish) and their relation to communication confidence. It also explored the association between their strategy use and the difficulty regarding the speaking components, and students’ feedback on pedagogical tasks to improve their speaking ability. A questionnaire survey of communication strategy was distributed to 538 college students in Taiwan, and semi-structured interviews were conducted with 20 students. The results showed that there was a statistically significant difference between the majored language and the use of communication strategies. Specifically, a one-way between-groups MANOVA revealed that the participants adopted the message reduction/alteration and fluency-oriented strategies frequently and equally, regardless of the language they studied. English and Spanish learners employed social affective, phonological awareness, and negotiation for meaning while speaking strategies more frequently than German learners. Students who reported difficulties in fluency, lexical resources, grammatical accuracy, and pronunciation while speaking the major language employed social affective strategies less frequently. Finally, students’ preferences for particular tasks reflected the speaking components they wished to foster. It is concluded that lexical and grammatical knowledge should be emphasized first to build communication confidence and strengthen fluency.

Examining SLP student perceptions of reflective practice. How do students compare on the reflective practice questionnaire?

Reflective practice (RP) activities are regularly employed as part of clinical education programs for SLP. Studies examining SLP student perception of RP, suggest that in general RP activities are valued and learning occurs (Dunne et al., 2019; Tillard et al., 2018). However, it is not known whether perceptions of RP activities change as clinical placement experience increases. The impact of RP activities on outcomes such as: confidence; communication; job satisfaction; stress; uncertainty; and desire for improvement also has not been examined. Aims: 1. To determine perceptions of reflective capacity and outcomes of engaging in RP in three groups of SLP students (following their second, fourth or sixth clinical placement experience) utilizing a validated and reliable instrument. 2. To examine patterns of perceptions of reflective capacity and outcomes of engaging in RP across SLP students utilizing Hierarchical clustering (Manhattan distance). 70 SLP students completed The Reflective Practice Questionnaire (RPQ) (Priddis & Rogers, 2018; Rogers et al., 2019). The majority of SLP students perceived they had high levels of reflective capacity. In general, as SLP student clinical placement experience increased so did perception of RP abilities and subscales associated with outcomes of engaging in RP. A significant positive effect for three subscales of the RPQ (communication confidence, confidence general and job satisfaction) was found as clinical placement experience increased. Three groupings were identified as a result of Hierarchical clustering. This study provides quantitative data to support the teaching and use of RP activities with students across clinical programs.

Peer Tutor Method as a Solution to Improve the English Language Skills of UIN Walisongo Semarang Students

In the current era, numerous learning methods can be employed to enhance the effectiveness of learning. One such method is the peer tutor method, which has been widely utilized in language learning. This research focuses on the application of the peer tutor method as a solution for improving English language skills. The subjects of the study are students of UIN Walisongo who are members of the Walisongo English Club (WEC). The Student Activity Unit (UKM) Walisongo English Club (WEC) conducted this research to ascertain the impact of peer tutoring on the English language proficiency of Walisongo State Islamic University of Semarang students. This study employed a qualitative approach and utilized data collection techniques, including questionnaires, interviews, and documentation. The results demonstrated that the implementation of the peer tutor method yielded numerous benefits for the WEC members, including enhanced English language proficiency, a more relaxed learning environment, and elevated self-assurance. Additionally, the method facilitated increased confidence in English communication. However, there were limitations due to the limited knowledge of the peer tutors. Nevertheless, it can be concluded that the peer tutor method is an effective solution for improving the English language skills of UIN Walisongo Semarang students.

EPortfolios: Enhancing confidence in student radiographers' communication of radiographic anatomy and pathology. A cross-sectional study.

ePortfolios: Enhancing confidence in student radiographers' communication of radiographic anatomy and pathology. A cross-sectional study.