Communication Course Research Articles

The Effects of Extensive Reading Strategy Training on Enhancing First Year Undergraduate EFL Learners’ Level of Autonomy

To better understand how extensive reading strategy training (ERST) affects the degree of learner autonomy (LA) in an EFL university setting, a mixed-method experimental study was conducted. The study's participants were split into two groups at random: experimental and control. While individuals who took part in the experimental group received ERST treatment, those who took part in the control group merely received conventional instruction. Data from both groups were gathered using pre- and post-intervention questionnaires, and an analysis of covariance (ANCOVA) was used to determine whether group variations in the degree of LA were caused by the ERST therapy. The experimental group also received a post-intervention questionnaire on views toward ERST, and descriptive statistics were used to examine the findings. Additionally, a thematic analysis was done on the information gathered through teacher-trainer interviews regarding how the treatment affected the students' attitudes and degree of autonomy. Results demonstrated that as compared to the control group, participants in the ERST treatment considerably increased their level of autonomy. Additionally, the experimental group ultimately displayed a very positive attitude regarding the therapy. In general, the study's findings showed that encouraging autonomy through ERST led to successful outcomes in the development of autonomous English language learners. To assist students to become lifelong autonomous learners, EFL teachers are expected to provide training on extensive reading strategies (ERS) by integrating them with communicative language courses.

Outcome of Communication Training in Veterinary Studies: Influence on the Perception of the Relevance of Veterinary Competencies and Self-Assessment of Communication Skills.

Since communication skills contribute significantly to professional success among veterinarians, there is a particular focus on developing communication classes in veterinary curricula. At Freie Universität Berlin, an e-learning course covering the basics of communication and a practical communication course based on role plays with and without simulation persons have been established. The outcome of these communication courses on the assessment of the relevance of several veterinary competencies and on the self-assessment of communication skills using the SE-12 questionnaire was investigated. For this purpose, students were surveyed before and after the e-learning course as well as before and after the practical course. Veterinarians were also surveyed on the relevance of veterinary competencies. The relevance of communicative competencies for professional success was rated significantly higher by the students after completing the practical course than by the other students and the veterinarians. Self-assessment of communication skills showed little increase after the e-learning course, but a significant increase after the practical course. Thus, an effective outcome of the communication classes was observed mainly after the practical course. However, the effect of the e-learning course cannot be ruled out since the students participating in the practical course have also completed the e-learning course beforehand.

Strategi Penguatan Karakter Mahasiswa Melalui Matakuliah Komunikasi dan Advokasi Kebijakan

Describing strategies for strengthening student character through communication and policy advocacy courses is the purpose of this research. This research uses qualitative descriptive. The subjects in this research are lecturers who teach communication and policy advocacy courses and students who have taken these courses at the Candradimuka College of Social and Political Sciences Palembang. The result of this research is that this course has been integrated with character education, but there needs to be development in RPS and there needs to be standardization in learning methods in order to improve the quality of character building of students who are taking the course and lecturers can also be role models for students both in attitude, speech and behavior delivered must show nationalism character in order to support optimal strengthening of student character.

Critical Evaluation of the Business English Course at Kohat University of Science and Technology

English being an official language enjoys a prestigious status in Pakistan. It is considered a key to success in almost every field, especially business. Due to the specificity and uniqueness of different contexts in which English is being taught, one may argue that there is a need to develop specific English courses for different groups of English language learners. This study therefore identifies English Language needs of business students at the undergraduate level keeping in view their academic background and target career. Through needs analysis, the study critically evaluates the current ESP course, Business Communication, offered at KUST and addresses the target needs of business students to meet the demand of the modern business world. Although the study is designed to analyze the needs of a specific group of undergraduate students, it may also be helpful in other similar contexts for better course design and teaching practices. Prior to data collection, the literature was reviewed which helped to decide the tools for data collection. Next, questionnaires and semi-structured interviews were selected for conducting needs analysis. The data was collected from students, ESP course instructors, and domain experts. A total of 44 students, two course instructors, and two domain experts were included in the sample of the study. Data analysis and findings conclude that all four major skills (reading, writing, listening, speaking) are very important in business communication. Thus, this study offers valuable implications for course designers and provides a guideline for developing an effective business communication course at the undergraduate level.

Dyskurs o wizualności w epoce cyfrowej

Introduction: The widespread availability of mobile technologies has resulted in changes in interpersonal communication in favor of a significant increase in visual communication. The growing role of the visual representation in communication processes gives rise to, e.g. questions: about the assessment of its effectiveness in comparison with the verbal message, about the chances of intercultural understanding beyond the language, as well as about the effects of language marginalization for the development of culture, in particular language culture. The text below is a voice in the discussion on the contemporary meaning of visuality and raises issues that are important especially for educators. Research Aim: The subject of consideration is to indicate various contexts related to visuality, with particular emphasis on the understanding of graphic messages in education. The aim of the undertaken research was to check the thesis whether a work of painterly art can be a plane of common meanings. In a broader perspective, we ask whether verbal and visual communication can be treated alternatively. Method: The methods used for the research are: semiotic analysis of the “open work” and discourse analysis. Results: In addition to individual semiotic analyzes of student interviews, tables of differences and similarities were developed. The semantic and discursive analyzes show the similarities and differences in the perception of images by the surveyed female students, as well as the discourses that arose in the course of visual communication through images. Conclusion: Based on the individual and semantic analysis of student interviews, it can be concluded that both the signs in the images and the meanings created by the respondents are a kind of communication carriers. Visual discourses of images become a platform on the basis of which communication and understanding between the subjects is possible.

Implementation of Speech Tactics of Persuasion Strategy in Virtual Communication during COVID-19 Pandemic: Communication Moves

The communicative moves are analyzed, through which tactics of persuasion strategy are implemented: the tactics of referring to authority, the tactics of reasoning / persuasion and the tactics of a negative scenario. The study was conducted on the material of more than 150 threads of comments on LiveJournal posts, which are examples of the implementation of these tactics, published during the COVID-19 pandemic and selected by a continuous sample. The main research methods were the methods of linguo-stylistic, pragmalinguistic and contextual analysis, descriptive and comparative methods. It is concluded that the tactics of referring to authority are characterized by a communicative course of mentioning an authoritative person, a communicative course of clarification, demonstration of one’s own awareness, a communicative course of comparison / alignment; the tactics of reasoning / persuasion was achieved through the use of a communicative course of demonstrating the irrefutability of conclusions, a communicative course of expressing an assumption; the tactics of the negative scenario were embodied in the communicative moves of deceived expectations and the prediction of the apocalypse.

A Survey of Students' Attitudes and Comments about Needed Changes in Communication Skills Learning in Zambia: A Descriptive Study

Introduction: Challenges abound in 21st-century medical education due to the rapidly changing health, technological, socio-political, and economic social milieus, implying the need for a health force that can traverse the complexities of modern society. To meet the demands of the complex and interconnected modern world, medical education is on the tangent to producing doctors competent in the art and science of medicine through the mastery of interpersonal, communication, and clinical skills. Training in communication skills has become a component of undergraduate medical training in many nations. Students’ attitudes to learning influence their interest, self-reflexivity, and mastery of concepts and skills. This study sought to determine the attitudes of undergraduate medical students in Zambia regarding their experiences of communication skills learning. Methods: Undergraduate students from two medical schools in Zambia who participated in communication skills training completed the Communication Skills Attitude Scale (CSAS) and a demographic questionnaire. The quantitative observational design used the SPSS software to facilitate the computation of the descriptive statistics on the mean scores and standard deviations of the CSAS global, subscales, and individual-items scores. Cronbach’s alpha and confirmatory factor analysis confirmed the reliability and validity of the measure and dataset. Results: There was a 96.1% response rate to the distributed questionnaires. The global mean score was 103.6, 55.5 on the positive attitude subscale, and 48.0 on the negative subscale. The students’ comments highlighted teaching-learning methods, course length, and timing as issues of concern. Conclusion: Despite the favourable disposition of undergraduate medical students in Zambia toward learning communication skills, teaching methods, course timing, and length hinder knowledge and skills transfer.

TRADITIONAL AND INNOVATIVE MEANS OF EFFECTIVE FORMATION OF ICT COMPETENCE OF SOCIAL WORKERS

Information and communication competence contributes to the general development of social workers as high-quality specialists, but also to their professional activity and interaction with the target audience. The article reveals the essence and structural components of ICT competence of future specialists in the social sphere. It is noted that information and communication competence is necessary for the professional growth of a specialist, a representative of a modern digital society, and urgent for activation of communication between participants in the field of social services during wartime and other current challenges. The traditional and innovative means of forming the ICT competence of future social workers during the study of the Foreign Language of Professional Communication course were analyzed. In particular, efficiency and expediency of using interactive tasks, digital mobile applications, tools and online resources for this purpose is justified. The researchers emphasized in the paper the importance of digital interaction, which is implemented in the process of educational tasks presented in the article, as well as the effectiveness of working with authentic texts that introduce ways to solve such a problem in the world experience. The specifics of the use of digital tools as means of forming the information and communication competence of future social workers in the educational space are characterized (tools for creating and viewing videos, multimedia presentations, slide shows, search engines, Google forms, services for the introduction of distance and blended learning, polls, assessment, etc.).

The Importance of Instructor Affirming Messages in Business Communication Students’ Writing Apprehension

Through the guidance of social presence theory, this study sought to understand how instructors’ affirming messages and social presence behaviors affect students’ writing apprehension in online business communication courses. The data were consistent with two models, both of which indicate that instructor affirming messages indirectly affect students’ writing apprehension in the business communication classroom. Both models also indicate that students’ burnout mediates that indirect effect. The results show how important it is for instructors to take the time to leave affirming message feedback when teaching business communication online.

კრიზისული კომუნიკაცია და სოციალური მედიის გამოწვევები

The article discusses issues of crisis communication, a still developing direction among social sciences. Its thorough study began in the 80s of the 20th century and, therefore, it is accompanied by certain difficulties, including different opinions about the definition, the lack of empirical studies and the undefined possibilities of social media, because of which a crisis can be planned and instigated in the virtual space by a single social network user. It should be noted that crisis communication, as a discipline, is mostly based on the case study method, and the existing theories of crisis communication are being improved along with technological progress. Virtual space itself creates new crises and dictates new, unusual standards of crisis communications, with which there is virtually no precedent for dealing with. However, social media has a great opportunity to influence not only the course of crisis communication, but also the future perspective of companies and the formation of public opinion.

A Multimodal framework to develop discursive skills in engineering

Multimodality in assignments is increasingly common in higher education, thereby requiring students to demonstrate competency in the employment of multiple modes to communicate. Specifically, the field of engineering communication relies on multimodal resources to construct meaning and convey information. This article describes the integration of multimodality in a second-year software design and communication course assignment. In this assignment, students read the text, Made to Stick that enlists six principles of effective communication strategies and are expected to apply these communicative principles to a tech talk video. Students then produce a written argument which evaluates how effectively the presenter employed Made to Stick principles. Through engagement with multimodal resources, students are afforded the opportunity to practice and develop three skills of application, analysis and argumentation.

Predicting College Students’ Preventative Behavior During a Pandemic: The Role of the Health Belief Model, Source Credibility, and Health Literacy

In this study, we examined the effects of perceived source credibility of the Centers for Disease Control (CDC) and college student health literacy in predicting the likelihood of enacting preventative behaviors related to mitigating COVID-19. Using the Health Belief Model (HBM) as an explanatory tool, we analyzed how perceived source credibility and health literacy levels predict college students’ likelihood to enact preventative behaviors during a public health crisis. Sample population entirely consisted of undergraduate students enrolled in a basic communication course at a large, southern university. The participants completed survey questionnaires about their perceived health literacy, health beliefs, trust in the CDC, perceptions of COVID-19, and demographic measures during the fall 2020 semester. A multiple regression analysis revealed that (a) HBM predictors, health literacy and CDC source credibility accounted for 44% of the variance in likelihood of enacting preventative health behaviors, and (b) health literacy, CDC source credibility, and perceived severity were all positive predictors of enacting preventative health behaviors, while (c) perceived barriers negatively predicted enactment of preventative health behaviors. Perceived susceptibility and perceived benefits were not significant predictors of college student risk mitigation. Our data suggests the importance of health literacy and source credibility in predicting college students’ likelihood to enact preventative behaviors during public health crises.

For Better or Worse: A Critical Look at Marriage in Laurel Richardson’s Poetry

The following essay is a response to Laurel Richardson’s collection of poems about marriage titled For Better or Worse. Reading the poems made the author consider how she talks, thinks, and teaches about marriage as a scholar who studies close relationships and how Richardson’s poems can instruct students and others about the ideals, critiques, and realities of marriage. The author presents assignments and class discussions about marriage in two family communication and six relational communication courses she taught from a Critical Interpersonal and Family Communication (CIFC) perspective in 2020–2022 by showing the critical work and reflection that students did that ultimately reinforced dominant ideas about marriage in the US. The author includes critical reflections on Laurel Richardson’s marriage poems for context and contrast.

VIETNAMESE EFL INSTRUCTORS’ PERCEPTIONS OF CASE-BASED LEARNING IN A COMMUNICATION COURSE

This article presents a qualitative research study that aims to evaluate the use of the case-based learning (CBL) method in an English communication course at a Vietnamese university from the perspective of instructors. The study collected data from three instructors who tried the CBL method in a communication course. The findings show that the instructors perceived CBL as an effective pedagogical method that enhances involvement, critical thinking, problem-solving, and communication skills among students. The instructors also reported that CBL contributed to the development of the students' confidence and motivation in communicating with others in English as well as their intercultural competence. However, the study highlights several challenges in using this method, including the amount of time and effort required to create appropriate scenarios, potential limitations in students' language proficiency, and the need for ongoing support for instructors to facilitate this method effectively. The study suggests that CBL is an effective approach to teaching English communication courses and recommends further support and resources for instructors to implement this approach successfully.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0029/a.php" alt="Hit counter" /></p>

Developing Writing Self-Efficacy: Perspectives from Agricultural Communications Students

While there is mounting consensus writing is an essential skill required of agricultural communications graduates, there are opposing views as to what educators can do to improve students’ writing education and performance. Self-efficacy research provides one perspective for exploring the relationship between students’ performance and their beliefs in their writing abilities. The purpose of this study was to qualitatively explore how agricultural communications students perceive their writing self-efficacy and what underlying sources shape their self-efficacy beliefs. The findings confirmed agricultural communications students use a variety of sources to inform their self-efficacy beliefs including their interpretations of their writing performance and education; interactions with modeling and assignment expectations; feedback messages and their perceived value of writing; feelings of anxiety and optimism; self-regulated learning strategies, such as prewriting and drafting processes; different types of writing, such as academic writing versus industry writing; and different types of courses, including agricultural science and communications courses. Overall, the results were consistent with previous writing self-efficacy studies, however the differentiation between the types of courses students enroll in provided a new direction for self-efficacy research. Recommendations for practice are provided on enhancing agricultural communications students’ writing self-efficacy and improving writing instruction. Future research is needed to determine how other cognitive, behavioral, and environmental influences impact writing development.

BENEFITTING STUDENTS WITH KNOWLEDGE-SHARING PRACTICES IN CULTURAL-BASED EDUCATION

The majority of students in higher education find it challenging to understand cultural differences and communicate in English. In reality, students' enthusiasm wanes as a result of distractions like poor internet connections and challenging coursework. Using knowledge-sharing techniques in this situation is a solution to overcoming these challenges. The purpose of this study is to describe how students feel about using knowledge-sharing techniques in an online intercultural communication course. Three English Department students who participated in the research's Knowledge-sharing Practice in Intercultural Communication Learning at a university in Bogor were the main subjects of the study. Students in intercultural communication classes at higher education institutions range in age from 20 to 22 and academic standing. Focus groups discussion, interviews, and other forms of narrative inquiry were used in this qualitative study. This study discovered that implementing knowledge-sharing practices in online learning aids students in removing confusion from Intercultural communication classes, encourages higher education students to voice their opinions, aids higher education students in showing respect for cultural differences, stimulates students to think critically, encourages students to participate in the discussion, and inspires students to study abroad, but it is still challenging for them.

The Problem of Language Insecurity of Azerbaijani School Graduates Living in Russia: Methods of Overcoming it

The object of the study is the linguistic uncertainty of Azerbaijanis who live in Russia. The subject of the study is the causes of the phenomenon of language insecurity among graduates of Azerbaijani schools who received education in Russian in Azerbaijan, as well as the main reasons of a social and individual nature that contribute to its manifestation. The article describes the main reasons that have become the source of language insecurity among graduates of Azerbaijani schools who have received general secondary education in Russian in Azerbaijan. The authors of the article investigated the existing methods of teaching Russian in schools in Azerbaijan, the main problems that arise during the teaching of students, as well as obstacles that may affect the process of formation of language skills and knowledge of students. In order to study the causes of language insecurity among graduates of Azerbaijani schools in the course of communication while in the Russian Federation, we conducted a series of interviews with graduates of a number of schools in the capital of the country, in the city of Baku. The definition of the concept of language insecurity is given and the main reasons of both social and individual nature are shown, contributing to the manifestation of language insecurity in a number of students who have graduated from Azerbaijani schools with the Russian language of instruction.

STANDARDIZATION OF LANGUAGE UNITS: STEREOTYPE, CLICHE, STAMP

The paper is dedicated to the study of the concepts of stereotypes, cliches, stamps, and standards widely used in linguistic science. In world linguistics, these terms are used concerning the problems of word culture and stylistics, affecting the issues of cognitive linguistics, ethnolinguistics, linguoculturology and word usage. In linguistic research, definitions such as a model of stable stereotypical thinking or ready-made speech turns, the reuse of language units in a ready-made form in relation to the concepts of a stereotype, cliche, and stamp in the language are often used. The main reason for this is that in the course of communication, public experience tries to simplify the process of information exchange, standardizing the form of content, transmitting information, and fixing it as a speech form. In this regard, the views and conclusions of some scholars in world linguistics are described and analyzed to determine the complex nature of these concepts and their representation in language. Based on them, an attempt is made to differentiate the mutual similarities and differences between the concepts of stereotype, cliche, and stamp in the language. The features of their use in functional speech styles are also analyzed to identify the positive or negative impact of the phenomena of stereotypes, cliche, and stamps on the speech process.

The Effect of Collaborative Reasoning On Indonesian University Students’ Literacy and Argumentation Skills

Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.

Digital mind maps (DMM) in developing students’ critical thinking within the course of Business Communication

In the era of information technology development, various interactive computer programmes and electronic resources in educational settings are of particular relevance for effective teacher-student interaction. This paper discusses didactic potential of using Digital Mind Mapping (DMM) technology in the context of developing Masters students’ critical thinking within business communication classes. In this context, mind mapping is an innovative strategy to facilitate recognition and memorization of important information by students, as well as to ensure the depth of their understanding by making connections between pieces of information and to develop critical thinking of students. The study gives an overview of services for creating DMM, a comparative analysis of their functional characteristics, and also offers a model for using DMM consisting of several stages, using the “Business communication” course in a foreign language for Masters students as an example. The authors concludes that the use of DMM in the educational process stimulates the development of creative abilities and critical thinking of students; develops general cultural competencies of students in group work; promotes the development of argumentation skills; justification of their point of view and possession of clear oral and written speech; forms the ability to work in a team, and promotes the development of cooperation skills; makes it possible to ma