Development Of Communication Skills Research Articles

The effect of voice recording as a tool to improve speaking skills

This research studies the effects of voice recording technology as an educational tool to enhance speaking skills with a group of 15 students of the first bachelorette at a public high school in Paute, Ecuador. The methodology applied a mixed-methods approach in which a pre and post-test were applied to gather quantitative data and a questionnaire with eight open-ended questions to collect qualitative data and analyze participants’ perceptions. During the intervention between the tests, students had to follow some steps to complete voice recording activities. Learners planned the speaking part, practiced the main components like fluency, pronunciation and intonation, vocabulary and grammar, and content and organization, then recorded the audio, and finally uploaded it to the WhatsApp group. Learners received guidance, feedback, and personalized instruction based on their recorded performances. Moreover, after the study, students perceived the voice recording activities as a significant benefit and considered this tool as an opportunity to improve their speaking skills. making the learning process more meaningful. Results revealed that voice recording provides a practical and effective tool for the development and continuous improvement of communication skills.

Educational inclusion for migrants and refugees through language learning: difficulties, challenges and ways forward

The teaching-learning process of languages for migrants and refugees is a challenge that goes beyond getting them to develop communication skills and moves toward inclusion through education. In order to analyze the main keys and difficulties when it comes to teaching this collective, this multiple case study selects seven European countries in whose educational contexts teachers and migrants work together. Specifically for this research, the perspectives of 35 experts were taken into account as a result of the data gathered through round tables. After developing a cross-case analysis, the results demonstrated significant connections which delved into analytical generalizations: (i) the importance of focusing on the cultural dimension and the motivation factor; (ii) the impact of structural vulnerability on students, which was identified as the main obstacle when it comes to achieving the objective of teaching, and (iii) the lack of institutional resources. Finally, (iv) active methodologies were proposed as a way forward to address these challenges.

Development of communication skills using project methodology in English classes for senior students

Currently, against the background of constant changes in various spheres of human activity, there is a need to change the teaching methodology. In teaching a foreign language, special attention is paid to improving the level of learning of students. In this regard, there is a need to find new approaches, methods and teaching technologies that will allow students to easily master a foreign language and apply it in real life. Communication skills in the context of project methodology become a key component for successful learning. Thus, the article considered the stages of the organization of the project methodology, identified the difficulties faced by teachers, as well as the advantages of this method.

Learning to Communicate: A Photovoice Study With Intensive Care Residents During Night Shifts in the Intensive Care Unit.

This study explored the learning experiences of intensive care residents in an intensive care unit (ICU) during night shifts and the development of communication skills in this community of practice. This action research qualitative study used the photovoice method in four workshops. A group of nine residents shared their learning experiences and collectively analyzed, built, and presented proposals to improve residents' communication skills in the community of practice in which they become intensivists. Participatory thematic analysis was conducted. Students concluded that night shifts in the ICU offered a perfect situational learning environment for communication with one-on-one resident-teacher relationships, less administrative work, and more resident responsibility, improving intensivist identity. Role models, reflective thinking, and teamwork are essential for fostering communication skills among intensivist community members and are all trainable. The results and student suggestions were presented to teachers and decision-makers in the clinic. These photovoice strategies developed students' abilities to share their critical views and suggestions with decision-makers for subsequent implementation, enhancing their confidence in their learning process, strengthening trust-based relationships with teachers, and improving future intensivists' practice communities.

“I feel the cards are mutually beneficial”- understanding the parent’s view on the use of the friendship cards for emotional literacy and conflict management

ABSTRACT Research talks about the importance of the family in the development of social and emotional competencies of children. In this paper, we wanted to explore whether the Friendship cards (FC) (a theoretically derived preventive educational game) helped to improve the relationship between the participants and their children and whether it helped in the development of other social and communicative skills. Semi-structured interviews were used with parents from different countries. All these parents attended a 4-day online training course which dealt with the theoretical aspect, the presentation of the cards and practical ways on how to use these cards within the family context. Results from this study indicated that the tool enhances the social and emotional learning of children and adolescents in a fun and experiential way. The tool also enhances emotional expression, emotional regulation and conflict management, creating a safe space where communication can be facilitated. The research presented in the paper provides insights on how the FC can be used to enhance a positive relationship and how communication can make a difference.

Competences Expected and Gained during the Teaching Practicum: Analysis of Three Competence Areas Affected during the Pandemic

This study analyzes three competency areas promoted in the Practicum during the 2020–2021 and 2021–2022 academic years: pedagogical and didactic competences, coexistence and participation management and collaborative work. To this end, using a non-experimental design, data were collected from a sample of 725 Education students from University of Salamanca with the aims of determining the students’ expectations about the Practicum prior to its development and of measuring its impact on the students during its development or the influence of the context imposed during the COVID-19 pandemic. The research was contextualized in two Practicum subjects included in the curricula of the bachelor’s degrees in Early Childhood/Primary Education at the University of Salamanca. Both degrees are taught at three different university centers, Ávila, Salamanca and Zamora. The results revealed the importance of the preparation of the students in their university training period with regard to the first competence area, together with the perceptions of the students about what they learnt in the competences of areas 2 and 3. Relevant conclusions were drawn about their learning expectations towards the second area and the problems caused by the pandemic in order to develop communication skills with students and families.

Teaching and assessment of communication skills in dietetics: a scoping review.

Communication is a core element of dietetic practice, and although communication skills are a prominent feature of dietetic curricula, research suggests a need for more consistent approaches. The evidence on how communication skills are taught and assessed in dietetics has not been synthesised leaving uncertainty about best practice. This scoping review aimed to examine and map the research literature relating to the teaching and assessment of communication skills in dietetics. The review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews. Five electronic databases, two theses databases and eight conference proceedings were systematically searched for research on how communication skills are taught and assessed in dietetics. The search had no geographical or time limits. Studies were independently screened by two authors, summarised thematically using the Kirkpatrick Model and narratively synthesised. The 45 included studies were organised thematically into three categories: (i) the inclusion of communication skills education in dietetics, suggesting that dietitians have variable experiences; (ii) approaches to teaching communication skills in dietetics, characterised predominantly by a move away from didactic approaches in favour of experiential opportunities for learning such as simulation; and (iii) assessment of communication skills in dietetics, including the use of both dietetic-specific and generic tools. The included studies demonstrate that although a variety of teaching strategies are used in the development of communication skills in dietetics, there is potential for more robust evaluation and more diverse approaches to support dietetic educators to prepare the dietetic workforce.

Peran Keikutsertaan Mahasiswa FISIP Universitas Teknologi Sumbawa dalam Organisasi terhadap Pola Pikir Kritis

This research discusses the influence of the participation of students from the Faculty of Social and Political Sciences, Sumbawa Technology University in organizations on critical thinking patterns. The problem formulation that will be discussed in this research is the role of participation in organizations in changing the critical thinking patterns of students at the Faculty of Social and Political Sciences. This research aims to determine the role of participation in organizations on changes in the critical thinking patterns of students at the Faculty of Social and Political Sciences. This research uses a descriptive qualitative research method, namely describing the data as it is and explaining the data or events with qualitative explanatory statements to obtain in-depth information, as well as data that contains significant meaning and can influence the research object. This research produced several results. Students get the opportunity to develop thinking patterns, analytical thinking skills, as well as communication and negotiation skills. The participation of students from the Faculty of Social and Political Sciences in student organizations that encourage debate and discussion activities provides important benefits. These discussions and debates train students in critical thinking, develop communication skills, and convey opinions clearly and persuasively.

Application of simulation methods of training in practical classes at the department of psychiatry

In the modern world, it is impossible to imagine the field of education without innovative approaches. The application of acquired knowledge in the student’s practical activities develops their professional competence. This approach, namely the use of simulated games in the learning process at the Department of Psychiatry, makes it possible to better understand and master the subject, practice their skills and help them without causing harm to the patient. The purpose of the study was to find out and understand how third- and fourth-year medical students master the subject and develop communication skills using simulation games. To do this, students were given scenarios where they had to portray a doctor, a patient, and the patient’s relatives. After completing the simulated game, students were asked to write down feedback and opinions about the experience. The results were reflected by the judge’s assessment as well as analysis of data collected from the students.

Analisis Tindak Tutur Ilokusi dalam Video Cerita Rakyat pada Kanal Youtube Dongeng Kita

Speech acts are one of the objects of pragmatic study which relate human behavior to the means of speech. There are three types of speech acts in pragmatics, namely illocutionary, locutionary, and perlocutionary. Illocutionary acts as a type of speech act function to say and carry out an action, which is divided into representative, directive, expressive, commissive, and declarative speech acts. This research aims to examine and describe words, phrases, clauses, or sentences containing illocutionary speech acts in folklore videos on the Dongeng Kita YouTube channel, each of which has the title “Cerita Rakyat Sumatera Barat (Malin Kundang)”, “Cerita Rakyat Sumatera Barat (Legenda Dayang Bandir dan Sandean Raja)”, “Cerita Rakyat Jambi (Negeri Lumpur)”, “Cerita Rakyat Jambi (Dusun Selat)”, dan “Cerita Rakyat Bangka Belitung (Asal Mula Pulau Kapal)”. The research method applied is a qualitative descriptive method with free-involved listening techniques followed by note-taking techniques. The results of the analysis carried out were that there were 66 utterances including illocutionary speech acts, which were classified into 17 representative speech acts, 21 directive speech acts, 19 expressive speech acts, 5 commissive speech acts, and 4 declaration speech acts. This research has broad benefits for understanding communication, language analysis, developing communication skills, and contributing to communication theory and related scientific disciplines.

Analysis of scores in the Childhood Autism Rating Scale of children with Autism Spectrum Disorder before and after intervention with the method - Development of Communication Skills in Autism

RESUMO Objetivo: analisar as mudanças na classificação do autismo, após intervenção com o Método Desenvolvimento das Habilidades de Comunicação no Autismo, em crianças avaliadas com a Escala de Classificação do Autismo Infantil. Métodos: trata-se de um estudo de análise quantitativa. Foi aplicada a Escala de Classificação do Autismo Infantil pré e pós vinte sessões fonoaudiológicas com o método. Participaram 14 crianças com Transtorno do Espectro do Autismo, de ambos os sexos, com idades entre 2 e 6 anos, não verbais ou minimamente verbais. Utilizaram-se o Teste de Shapiro-Wilk para verificar o padrão de normalidade e o Teste de Wilcoxon para comparação de medidas de tendência central dos itens avaliados pela escala entre os momentos pré e pós-intervenção. Considerou-se associação significante o valor de p <0,05 (5%). Resultados: a amostra apresentou redução do nível de suporte do autismo após intervenção. O maior grupo classificado pela escala na amostra pré-intervenção foi de “Autismo Moderado” (42,86%), seguido por “Autismo Grave” e “Autismo Leve”, ambos com 28,57%. Pós-intervenção observou-se, na maior parte, pontuação equivalente ao “Autismo Leve” (64,29%), seguido da categoria “Sem Autismo” (21,43%) e, “Autismo Moderado” e “Grave”, ambos com 7,14%. Conclusão: a implementação do Método Desenvolvimento das Habilidades de Comunicação no Autismo favoreceu o desenvolvimento de habilidades comunicacionais, cognitivas e comportamentais, e redução do nível de suporte do autismo na amostra de crianças avaliadas.

РАЗВИТИЕ НАВЫКОВ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ У ОБУЧАЮЩЕЙСЯ МОЛОДЕЖИ КАК ПСИХОЛОГО-ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА

The article reflects the results of the research devoted to the study of a topical problem of the development of intercultural communication skills in young students. We are convinced that the development of such skills in modern students will provide an increase in the level of their preparedness for the situation of "dialog of cultures" at the present stage of education development. The influence of the development of these skills on the comprehension by the young students of a different worldview of carriers of different cultures, moral principles, ideas about the culture of different nationalities, countries and confessions is significant and important. The author presents: the analysis of theoretical problems of the development of skills of intercultural communication in young people; possible guidelines, practices in the development of this topic. As the purpose of the publication the following was defined: description of researchers’ positions: cultural scientists, psychologists, teachers, sociologists within the framework of this psychological and pedagogical problem. The publication involved such methods of theoretical research as the analysis and synthesis of the studied literary sources; generalization of the available psychological and pedagogical information on the topic of research. The relative uniqueness of this work is consolidated by fragmentary analysis and recommendations on the use of methods and means that can be effective in influencing young people in training. In addition, the approaches of Chinese, Russian and other contemporary scholars on the development of intercultural communication skills in young learners by means of digital technologies are considered. Digital technology tools are determined by modern trends of digitalization and informatization of education. Young learners should have certain competencies in using the means of digital educational resources. It is modern digital technologies that can be successfully integrated into the educational process for the development of intercultural communication skills of university youth learners. The article is intended to deepen the theoretical and methodological understanding of modern methods and means, technologies of the process of developing the skills of intercultural communication among young people.

Eficácia de Programas Educativos à Distância para pais de crianças com diagnóstico de Transtorno do Espectro Autista: uma revisão integrativa

ABSTRACT Objective to analyze the scientific literature on distance education programs for parents/caregivers in the development of children with Autism Spectrum Disorder (ASD). Research Method the PICO strategy was used to identify the research problem. The databases Medline, ERIC, LILACs, EMBASE, CINAHL, Web of Science, and Scopus were searched using specific descriptors and free terms. There were no restrictions on time or language. Articles on online educational programs for parents of children with ASD were selected, focusing on the impact of these programs on the development of children up to six years old. Selection Criteria studies were selected based on standard eligibility criteria, including full-text reading after initial screening using the RAYYAN software. Primary studies such as clinical trials and systematic reviews evaluating distance education programs for parents of children with ASD were included. Data Analysis the RAYYAN software was used for initial study selection. Articles were hierarchically organized based on title and abstract, followed by full-text reading to apply eligibility criteria. Results the initial search yielded 1019 articles, of which 192 were identified as duplicates. After initial screening and full-text reading, 37 articles were analyzed, of which six were deemed eligible to answer the research question. Among the eligible studies, one was a systematic review and five were experimental studies. Experimental studies highlighted positive impacts on areas such as daily routines, behavioral flexibility, and communication. The systematic review provided preliminary evidence that distance education programs for parents can enhance knowledge about ASD, increase adherence to interventions, and foster the development of social and communication skills in children. Conclusion the findings suggest that remote parent guidance programs may effectively improve knowledge about ASD, increase parent adherence to interventions, and promote the development of social and communication skills in children with ASD.

On the Importance of Communicationsin the Field of Pilgrimage and Religious Tourism as a Social and Communication Institution

Pilgrimage is a social communication institution that plays a vital role in forming and strengthening social ties and communication among people. This form of travel has deep roots in religious traditions and reflects the human need for spirituality and the search for meaning in life. Pilgrimage involves traveling with the specific purpose of visiting a holy place or shrine to seek spiritual refreshment, appeal to higher powers, and perform religious rites or penance. This creates favorable conditions for interaction among people who share common beliefs and values. As a social communication institution, pilgrimage contributes to the formation of group identity and community, as people engaged in pilgrimage feel part of a larger community that unites their faith and goals. They communicate, share experiences, meet new people, and interact with residents and other pilgrims, which promotes the exchange of ideas, views, and mutual understanding. Additionally, pilgrimage creates opportunities for the development of social and communication skills. By interacting with different people, pilgrims learn to show tolerance, mutual respect, empathy, and understanding of other cultures and traditions. They acquire the skills of effective communication, the ability to listen and understand others, as well as identify themselves as part of the community. Therefore, pilgrimage, as a social and communication institution, promotes interaction between people, the formation of communities, and the development of social and communication skills. It creates a unique opportunity for communication, exchange of experience and knowledge, as well as deepening of spiritual development and enrichment of the life experience of each pilgrim.

Effectiveness of Distance Educational Programs for parents of children diagnosed with Autism Spectrum Disorder: an integrative review.

to analyze the scientific literature on distance education programs for parents/caregivers in the development of children with Autism Spectrum Disorder (ASD). the PICO strategy was used to identify the research problem. The databases Medline, ERIC, LILACs, EMBASE, CINAHL, Web of Science, and Scopus were searched using specific descriptors and free terms. There were no restrictions on time or language. Articles on online educational programs for parents of children with ASD were selected, focusing on the impact of these programs on the development of children up to six years old. studies were selected based on standard eligibility criteria, including full-text reading after initial screening using the RAYYAN software. Primary studies such as clinical trials and systematic reviews evaluating distance education programs for parents of children with ASD were included. the RAYYAN software was used for initial study selection. Articles were hierarchically organized based on title and abstract, followed by full-text reading to apply eligibility criteria. the initial search yielded 1019 articles, of which 192 were identified as duplicates. After initial screening and full-text reading, 37 articles were analyzed, of which six were deemed eligible to answer the research question. Among the eligible studies, one was a systematic review and five were experimental studies. Experimental studies highlighted positive impacts on areas such as daily routines, behavioral flexibility, and communication. The systematic review provided preliminary evidence that distance education programs for parents can enhance knowledge about ASD, increase adherence to interventions, and foster the development of social and communication skills in children. the findings suggest that remote parent guidance programs may effectively improve knowledge about ASD, increase parent adherence to interventions, and promote the development of social and communication skills in children with ASD.

Análise do escore do Childhood Autism Rating Scale de crianças com Transtorno do Espectro do Autismo pré e pós-intervenção com Método de Desenvolvimento das Habilidades de Comunicação no Autismo

ABSTRACT Purpose: to analyze changes in autism classification after intervention with the Development of Communication Skills in Autism (DHACA method) in children assessed with the Childhood Autism Classification Scale. Methods: a quantitative analysis study applying the Childhood Autism Rating Scale before and after 20 speech-language-hearing sessions, using the DHACA method with 14 nonverbal or minimally verbal children, of both sexes, aged 2 to 6 years, presented with autism spectrum disorder. The Shapiro-Wilk test was used to verify the normality pattern, and the Wilcoxon test to compare measures of central tendency of the items assessed by the scale before and after the intervention, with a p-value < 0.05 (5%) considered significant. Results: the level of autism support needs in the sample decreased after the intervention. The largest sample group classified by the scale before the intervention was “Moderate Autism” (42.86%), followed by “Severe Autism” and “Mild Autism”, both with 28.57%. After the intervention, most groups had scores equivalent to “Mild Autism” (64.29%), followed by “No Autism” (21.43%), “Moderate Autism” and “Severe Autism”, both with 7.14%. Conclusion: implementing the DHACA method helped develop communication, cognitive, and behavioral skills and decreased the level of autism support needs in this sample of children.

Psychological and pedagogical support of younger schoolchildren with speech disorders in the conditions of a special educational institution

The proposed article highlights the peculiarities of psychological and pedagogical support of younger schoolchildren with speech disorders in the conditions of a special educational institution. It was determined that in order to achieve the effectiveness of psychological and pedagogical support for pupils with speech disorders, modern research recommends creating certain pedagogical conditions, namely, implementing a set of tools that contribute to the development of the educational and educational process. The research, based on a questionnaire, presents the opinions and experiences of the team members of the psychological and pedagogical support of younger schoolchildren in a special educational institution. The results revealed that the majority of pedagogical workers have an appropriate level of professional competence and practical skills necessary for successful work with children who have special educational needs, in particular, with speech disorders. It was determined that psychological and pedagogical support should be comprehensive and based on a multidisciplinary approach. It was determined that a special educational institution can be considered the optimal environment for the development of communication skills in children. It has been established that an important strategic step is to increase awareness and awareness of speech and communication difficulties among all employees of a special educational institution in order to create an appropriate educational environment. The obtained results of the study proved that the support of social interaction and the development of communication skills for children with speech disorders is vital, because it can help them acquire social and emotional skills for successful adaptation in adult life. However, according to research findings, parents and teachers do not sufficiently understand the needs of these children in the classroom and feel a lack of resources to provide adequate support.

The impact of TikTok as an educational tool on students’ performance: a multi-group comparison of international business classes in Peru and Colombia

TikTok has lately been discussed as a potential educational tool, as students are used to the content model, which can allow, among other things, microlearning strategies and the development of communication skills. As a social media platform, TikTok enables access to current trends, therefore becoming a source for business intelligence and marketing professionals and can also be associated with theoretical and pedagogical tools to teach the subject. This study analyzes the impact of the use of TikTok as a learning tool to develop business intelligence skills by comparing student groups exposed to a more traditional approach to the subject with those who used the platform to understand, test and process market data. The sample was formed by international business students from Peru and Colombia. Results showed that TikTok significantly impacted the performance of students in groups with high experience and familiarity with the platform. However, low experience led to a negative perception and a nom significant result on students’ performance.

Пріоритети та інструментарій молодіжної політики в контексті соціального захисту, розвитку молоді та збереження людського потенціалу: досвід країн Західної Європи

The article examines the priorities and instruments of youth policy in the countries of Western Europe (France, Belgium, the Netherlands, Luxembourg, Germany, Austria, Liechtenstein, Switzerland) in the context of social protection, youth development and preservation of human potential. In particular, the main characteristic features of the youth policy of Germany (as one of the most progressive and effective not only among Western European countries, but also in the world) are identified: moderate intervention in the life of young people on the side of the State, social partnership between the State and society on the principles of subsidiarity; a combination of social democratic and liberal orientations; high level of democracy; clear structuring by levels: federal, federal state, and local; availability of a strong legislative framework related to the regulation of various issues of young people’s lives. Taking into account the experience of Germany in the distribution of budget financing of youth policy (in particular, its targeting, taking into account local and regional socioeconomic realities and needs), attention is focused on the expediency of applying in Ukraine such an approach to the implementation of the State-based youth policy, taking into account the different conditions and quality of life of domestic youth in different regions of the country (first of all, depending on the distance from the frontline of the war). The priorities and instruments of social protection of youth in Austria are studied (support for the rights of young people to personal development, ensuring the participation of young people in the educational process; providing material and non-material assistance to the unemployed; social support for children under care outside the family; protection of young people from all forms of violence and discrimination; reimbursement of expenses for outpatient and/or inpatient treatment; financing of expenses related to the implementation of residential care for children by foster parents or social pedagogues, etc.). Taking into account the aggravation of the problem of unemployment of the young population in France, the priorities and instruments of the policy of promoting the integration of young people of this country in the labor market, the development of communication skills, etc., are analyzed. The features of the State policy of promoting the development of a culture of youth entrepreneurship, innovation activity, etc., in the countries of Western Europe (in particular, in Germany, Austria, Switzerland and the Netherlands) are studied. The results of the study of the priorities and instruments of youth policy of Western European countries in the context of social protection, youth development and preservation of human potential made it possible to trace the gradual transition from the provision of the State aid to some of the most vulnerable groups of the young population to the financing of social programs that promote youth cohesion, development and preservation of human potential. Taking into account the best experience in the formation and implementation of youth policy in Western European countries, the priority directions for improving youth policy in Ukraine are named.

Використання STEM-технології в освітньому процесі під час вивчення природничих дисциплін

The article focuses on modern approaches to education aimed at developing creativity, innovation, and the use of advanced technologies in the context of teaching natural sciences. Key aspects of integrating STEM approaches are highlighted through the application of interactive teaching methods (project activities, experimental research, interdisciplinary integration, problem-based learning, 3D modeling, maker activities, etc). The research concentrates on the practical aspects of implementing STEM technology in the educational process and its impact on enhancing the quality of teaching in biology, chemistry, and physics. The main advantages of using interdisciplinary connections in the training of teachers in the natural sciences field are outlined, including knowledge integration, increased student motivation, development of communication skills, flexibility, and adaptability. The role of creativity in STEM-oriented educational practices is examined, theoretical aspects of a creative personality are clarified, and the necessity of developing a strategy that fosters innovation in key aspects of teacher training is determined. The positive impact of the STEM approach on the development of critical thinking, analytical skills, and independent problem-solving abilities is analyzed. Examples of project-based and problem-based tasks that can be offered to students in the context of studying biology, chemistry, and physics are provided. An educational course, «STEM Technologies in Teaching Biology», has been introduced into the training process for future biology and health education teachers at Hryhorii Skovoroda University in Pereiaslav. This course aims at mastering modern methodologies and tools used in STEM education with practical application in professional activities. The effectiveness of implementing STEM technology elements is confirmed by the increased motivation of learners to study natural sciences, and the development of their critical thinking and creative abilities.