Communicative Competence In English Research Articles

AN ANALYSIS OF THE CURRICULUM “FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES” IN THE CONTEXT OF EDUCATIONAL PROGRAMME “STATE BORDER SECURITY” OF MASTER’S DEGREE

Peculiarities and objectives of the Educational programme “State Border Security” for the second (Master’s) level of higher education have been analysed. Theoretical content of the subject area, methods, techniques and technologies which include general and specific methods of military science, information and communication technologies and techniques, methods and techniques for ensuring the security of the state border have been studied. Tools and equipment, teaching and training consisting of problem-oriented and contextual learning, activity and competence-oriented technologies, practical performance of training and combat tasks, practical training and daily activities have been specified.Assessment that is divided into forms of control and assessment of educational achievements were investigated.We studied program competences (Integral competence, General competencies and Special (professional, subject) competencies) and Program learning outcomes. Educational programme components were specified, namely Curriculum “Foreign language for professional purposes” was described with the aim to show how students’ professional communicative competence in English, which involves the study of such aspects of language as speaking, reading, translating, listening and writing is forming.Content of the discipline, planned educational activities, forms (methods) of study were investigated, including Bloom’s taxonomy levels (knowledge, comprehending, application, analysis, synthesis and assessment).Five-stage lesson plan (introduction, input, practice, production and conclusion) and credit tasks were described.

The Development and Validation of English Communicative Competence Model for High School Students in Korea

The Development and Validation of English Communicative Competence Model for High School Students in Korea

The improvement of oral communicative competence in english through the artificial intelligence

The study "Improvement of Oral Communicative Competence in English through the Artificial Intelligence" focused on exploring how artificial intelligence technology can influence the development of oral communication skills during the teaching and learning process of English as a second language, with the participants of this research being future teachers of the subject. This research aimed to determine the effectiveness of artificial intelligence applications, such as voice assistants and speech recognition systems, in improving students' oral communicative competence. The study examined how these artificial intelligence systems provided instant and personalized feedback, as well as opportunities for continuous oral practice for students. It also explored how artificial intelligence can adapt to the individual needs of students, which was beneficial for those with different skill levels or specific learning needs. The results of this research demonstrated that teaching and learning mediated by artificial intelligence had significant implications, suggesting how artificial intelligence technology can play an integral role in the development of oral communicative competence in English and possibly other languages. Finally, this teaching approach promises to facilitate more effective and accessible learning for a larger number of students, enhancing their oral communication skills in the process.

메타픽션 장치를 포함한 포스트모던 그림책 활용이 초등학생의 영어 의사소통 역량에 미치는 영향

This study investigated the effects of utilizing postmodern picturebooks with metafictive devices on elementary school students’ English communicative competence. The researcher selected 18 fifth graders of varying English levels and taught them the ten-week course using four picturebooks. Various types of data including worksheets, journals and interview were analyzed in a qualitative way and the results of pre- and post-questionnaire were quantitatively analyzed. The results of the study were as follows: First, children were able to enjoy the book while sympathizing with the character or recalling their own experiences or background knowledge related to the book. Based on their appreciation, they were able to gain emotional capabilities to discover and enjoy the values to​ pursue in life. Second, children were able to express their thoughts creatively by producing their own work that included metafictional devices. They were also able to develop creative thinking skills that allowed them to think about open endings in various ways or change the story with ideas different from the author. Third, children felt interested through various metafictive devices and post-reading activities while reading and engaging in postmodern picturebooks. Based on this increase in interest, they were able to develop self-management competencies to continue reading English on their own.

내러티브 텍스트를 활용한 어린이 영어교육

This study discusses the educational value of narrative texts in order to utilize them in English education for elementary school and younger children. As children are born with the storytelling gene, listening to stories and storytelling are language acquisition methods close to children’s nature. In addition, the English curriculum was revised in 2022 to achieve ‘English communicative competence.’ Sub-competencies are presented as ‘cooperative communication,’ ‘knowledge information processing,’ ‘creative thinking,’ ‘self-management,’ ‘community,’ and ‘aesthetic sensibility’ (Ministry of Education, 2022c), emphasizing emotional aspects. Therefore, English education using narrative texts is urgently required. This study discusses academic and practical considerations to utilize narrative texts more effectively. Furthermore, it analyzes Anthony Browne’s picture book Gorilla as an example and creates a lesson plan.

“互联网+”视域下大学英语教学的创新改革与实践

In the context of the “Internet+” era, actively exploring innovative reforms and practices in college English teaching is crucial. Teachers should grasp the impact of the “Internet+” background, critically reflect on issues in teaching activities from multiple perspectives, and attempt to overcome existing challenges. This involves constructing a completely new teaching guidance system to stimulate systematic exploration of course knowledge by students. Starting with the “Internet+” background, this paper analyzes the innovative challenges in college English teaching, explores the strategies and methods of teaching reform, and provides in-depth interpretations of innovative teaching models, including intelligent teaching modes, blended learning, project-based learning, and action-oriented teaching. The aim is to comprehensively enhance the effectiveness of college English teaching guidance, fostering the English communicative competence of university students.

The Intercultural Communication Analysis of Conversations in the Project ‘My Hanoi’ by Faculty of Tourism, Hanoi Open University

Culture is significant in the process of creating communication, and language is the key element of communication. More than ever, English and tourism have created opportunities for people from different cultures to exchange and share their cultural values directly. Therefore, intercultural communication skill is highlighted in the context of the thriving global tourism industry. When a group of 20 junior students from the Faculty of Tourism, Hanoi Open University, took two foreign guests on food tours funded by the project ‘My Hanoi’ to improve their communicative competence in English, the researchers had a great chance to observe such interesting phenomena of intercultural communication in their conversations. Those phenomena were then analyzed from the intercultural communication perspective to indicate the strengths and weaknesses of our students in communicating with people from other cultures.

Woodcutter, “Fake It till You Make It”: Exploring communicative strategies used by higher education students

The term "woodcutter" (also known as "melet" or "meletary") was used to describe someone who, when confronted with a difficult question, attempts to solve it in his or her own distinctive manner. As a result, the motto "Fake It Until You Make It" is linked to the student’s communicative expression. This phenomenological inquiry study explored the communicative strategies higher education students use. There were ten (10) key participants who were highly involved in this research: five (5) for in-depth interviews and five (5) for focus group discussion. The findings revealed the following communicative strategies used by the students: question terminating; topic shifting; and strategic answering. When it comes to the students’ application of communicative strategies in the classroom, the following themes are generated: lack of knowledge; uncomfortable situations; and getting called on by the teacher. Furthermore, based on the study’s findings, these are the essential themes formulated when asked about the factors influencing their communicative strategies: having no preparation, having anxiety, and being humiliated in front of classmates. With this, the school and the teachers must help achieve students' communicative competence in English by providing training on communicative strategies and creating an English-speaking environment (organizations such as Debating Club, English Club, etc.) and especially in the classroom, thereby officially showcasing communicative competence but with a friendly, safe, and accessible environment where mistakes are okay and open to positive correction with teachers and peers.

MZ세대 학습자를 위한 메타버스 활용 영어과 교육과정의 적용 가능성 탐색

Objectives The purposes of this study were to explore the applicability of the Metaverse on 2022 revised English
 curriculum for generation MZ learners.
 Methods For the objectives of the study, the 2022 revised curriculum draft, the English department revised curriculum,
 the phased implementation plan for the full application of the 2025 high school credit system (Ministry
 of Education, 2021.8. 22.) and the National Education Council under the direct control of the President(2021.9.8.)
 were analyzed in the normative, structural, constitutional, technical, and ethical and social justice dimension,
 based on the four-dimensional policy analysis model of Copper at al.
 Results As a result of the analysis, the possibility of using metaverse in English classes for the MZ generation was
 found in the normative dimension. Limitations in using metaverse in English classes were the absence of educational
 metaverse platforms, lack of educational content available in metaverse, and cyber ethics and information
 utilization gaps. Institutional and administrative support to tackle these issues were found in the structural and
 technical dimension.
 Conclusions Metaverse can contribute to improving the “English Communication Competence,” which is the overall
 core competency of the 2022 revised English curriculum. Moreover, it has been confirmed that it enables
 English learning tailored to the characteristics of MZ generation learners. The study suggests The Minstry of
 Education, Korea Institute of Curriculum and Evaluation, and the Office of Education to give support and help in
 developing educational metaverse platforms and contents, cyber ethics and Digital Literacy education as well as
 in devising metaverse-mediated teaching and learning techniques for high school credit system and Digital
 Literacy.

Factors Affecting Iraqi Academic Leaders' Communicative Competence in English: A Sequential Mixed Methods Study

English language communicative competence represents an academic leader's ability to use language effectively. However, to date, Iraqi academic leaders’ communicative competence has not been as effective as predictable and leads to lower intake of international students in Iraqi universities. This paper presents the findings of a study which explored the factors affecting Iraqi academic leaders’ communicative competence in English. The study adopted an exploratory sequential design, where nine semi-structured interviews were conducted online with academic leaders, followed by  questionnaire distribution to 108 additional academic leaders. The participants for both parts of the study were from various universities in Iraq. The data collection and data analysis for the research were guided by four theories, namely the communicative competence theory, communication theory, theory of planned behaviour and leadership competence model. Data collected from the interviews were transcribed and analysed thematically. Data from the questionnaires were analysed descriptively and inferentially using SPSS (v.20). The most significant findings were that cultural factors, a positive attitude towards communicative ability, efficiency in communication, collaboration, problem-solving, and critical skills were the factors that affected the Iraqi leaders’ communicative competence. Finally, a model for developing communicative competence among Iraqi academic leaders was formulated based on the findings. The model consists of training programmes for communicative competence development using digital tools for language use, an electronic examination process with efficient monitoring, and language initiatives for enhancing Iraqi academic leaders' communication competence.

예비교사에서 현직교사로: 초등영어교사의 예비교사교육에 관한 경험과 인식

This study aimed to explore elementary English teachers’ experiences and perceptions of English pre-service teacher education (PRESET). In addition, it investigated the impact of PRESET on the teachers’ English language teaching (ELT). It also examined the teachers’ perceptions of ELT as pre-service and novice English teachers. Fifty elementary English teachers participated in the survey. Among them, ten teachers participated in the focus group research, and their interviews, reflection journals, and lesson observations·analysis were collected and analyzed qualitatively. The results are as follows: Overall, the teachers perceived the PRESET curriculum, teaching practicum, extracurricular activities, and the preparation for the Teacher Employment Test positively in terms of their adaptability into real-life ELT. At the same time, some teachers did not find PRESET particularly useful for their current teaching, because it was not applicable to their real English classroom context. It is implied that PRESET should be improved in order to heighten the teachers’ development of English language and English instructional skills, leading to their learners’ English communicative competence. In particular, there is a need to develop the Teacher Employment Test to measure and support the teachers’ English teaching skills more effectively. Important implications regarding elementary English teacher education will be further discussed.

BASIC APPROACHES OF TEACHING INTEGRATED SKILLS.

This article deals with methods of teaching English for students of higher education institutions. Language as a means of professional communication with representatives of different cultures, change experience and establish professional contacts with foreign colleagues. It makes little sense to talk about skills in isolation since, as Eli Hinkle stated “in meaningful communication, people employ incremental language skills not in isolation, but in tandem” When we are engaged in conversation, we are bound to listen as well as speak because otherwise we could not interact with the person we are speaking to (although some people, of course, are better listeners than others!). Lecturers frequently rely on notes they have written previously, and people listening to lectures often write notes of their own. Even reading, generally thought of as a private activity, often provokes conversation and comment. Writing, too, is rarely done in isolation. Much of today's communication is electronic (for instance, via emails and text messages). We read what people send to us and then reply fairly instantly. And even when we are writing on our own, we generally read through what we have written before we send it off. Sometimes, of course, this is not the case when dealing with emails and text messages, but writers and texters often regret sending their messages in haste! Furthermore, the appropriate teaching method depends in many ways on the information or skills being learned, and it can also be influenced by the ability and enthusiasm of the students. Also, integrating the skills allows you to build in more variety into the lesson, because the range of activities will be wider. Instead of just having listening, the students can have speaking, reading and writing practice. This can raise their motivation to learn English. Above all, integrating the skills means that you are working at the level of realistic communication, which provides all-round development of communicative competence in English. Integration of the four skills is concerned with realistic communication. Clearly, therefore, if skill use is multi-layered in this way, it would make no sense to teach each skill in isolation. We will, therefore, look at how input and output are connected in the classroom, how skills can be integrated, and how skill and language works are connected.

Factors Hindering Implementation of Communicative Language Teaching in Secondary Vocational Schools of Science and Engineering in China

Without the pressure to help more students to be competitive in College Entrance Examinations, teachers in secondary vocational schools are supposed to spend more time improving students’ communicative competence in English which is more practical for students’ future career. Although communicative language teaching (CLT) approach has been added to the syllabus for over 30 years in China, however, the implication of it is hardly witnessed in English classes in secondary vocational schools of science and engineering (SVSSEs). By handing out questionaries to eight English teachers and over 300 students in my school, four restraints which prevent the application of CLT in SVSSEs have been concluded which are knowledge restraints, restraints related to the educational system, restraints by students and restraints related to teachers’ attitude and concerns.

Learning Communities: A Project to Enhance the Development of English Communicative Competence

Educational communities are understood as a group of people who participate in the learning processes of an educational institution, academic center, or school. Accordingly, in this review article, the current theory about learning communities and their possible influence on English communicative competence are bonded together through discussion. This, in order to understand how learning community projects, represent a twist from traditional and hegemonic approaches towards a situated and community approach to contextualize practices aimed at the development of English communicative competence. This document adopts the interpretive paradigm and a qualitative approach as its epistemological, ontological, methodological, and axiological basis. Likewise, document research was chosen as its qualitative social research strategy. In this sense, two techniques were selected for data collection and analysis: document review and content analysis. The consulted databases were Scopus, Scielo, EBSCO, Springer Journal, and Google Scholar, and, out of 90 documents selected, 70 were reviewed. It can be said that learning communities are arriving in Latin America. Furthermore, it was found that, with the active participation of all members social realities and conditions can change. As a conclusion, English can be – and needs to be – approached from the appropriation and adaptation of knowledge, contents, competences, language policies, and local needs, i.e., English in Colombia should be taught and learned based on down-top approaches rather than on top-down ones.

PERSPECTIVES OF INDONESIAN UNDERGRADUATE STUDENTS ON READING PROFICIENCY AND COMMUNICATIVE COMPETENCE

The transformation of the world has brought communication into a complex system. This research focused on understanding communication from reading proficiency and communicative competence perspectives. It is aimed to find a correlation between reading proficiency and communicative competence in English as L2. The quantitative method with the correlational study was employed to analyze the data collected. The study was conducted at a private university in Yogyakarta. Thirty students participated in this research. The study employed a survey design using a questionnaire to collect the data. The result indicated a strong connection between reading proficiency and communicative competence. It implies that reading proficiency and communicative competence are connected. 

Strategic Movement to Increase Borobudur Tourism Potentials by Female Tour Guides during the COVID-19 Pandemic

The research aimed to discuss the strategic movement to increase tourism potential by female tour guides for maintaining the sustainability of cultural art tourism programs due to the decreasing number of tourists visiting the objects in Borobudur during the COVID-19 pandemic; to determine the roles of female tour guides for the sustainability of cultural art tourism in Borobudur; to know how female tour guides apply English communicative skills and self-competence in their work. During the COVID-19 pandemic, tourism potential experienced a decline and sluggishness, which inevitably hit the dynamic circle of tourism, arts, culture, and the community's economy, particularly for the tourism actors in Borobudur. Before being affected by COVID-19, Borobudur's tourism and cultural potential were very dynamic and in line with the supportive programs of several Ministries of the Republic of Indonesia. The research combined both qualitative and quantitative research. It used a descriptive method by distributing a questionnaire, doing a survey, using observation, and doing an in-depth interview to collect data. Fifteen female tour guides represented their villages in Borobudur. They played a role in cultural tourism in Borobudur. The research results are, namely (1) Borobudur female tour guides develop their self-competence and enhance their English communication to support Borobudur cultural art tourism during the COVID-19 pandemic, (2) Borobudur female tour guides perform essential roles in the tourism industry and family circle by providing alternative side works, such as managing UMKM (community enterprises), running home-industry, etc., and (3) the female tour guides have English communicative competence practiced in groups by developing practical skills and communicative ethics among them.

Developing Teacher Training Course to Enhance Coaching Skills to Promote the Creative English Communication Competence

The objectives of the present research were to develop and assess the effectiveness of a 1) training course, and 2) coaching for promoting the creative English communication abilities of primary school learners. The sample group used in this research comprised 170 school teachers in East Bangkok. Development of the training course consisted of defining the components of the curriculum, the core principles of the curriculum design, the course objectives, course implementation process, and methods for the course measurement and evaluation. After the course was developed, it was run with the study sample and then evaluated. It was found that the effectiveness of the training course was ranked at a high level (Mean = 4.43, S.D. = 0.19). The results of curriculum efficacy evaluation following the course trial found that, as a whole, the teachers who attended the training learned useful coaching skills for enhance leaners’ creative English communication skills and ranked these at a high level  (Mean = 2.36, S.D. = 0.41). Further, when the knowledge and understanding of coaching skills before and after training were compared, it was found that the teachers’ cognitive scores on coaching skills after training were higher than before training, at a statistically significant level at .05. Overall, the participants had a high level of satisfaction with the course.

INDIVIDUAL FACTORS OF MEDICAL PHD STUDENTS' ENGLISH COMMUNICATIVE COMPETENCE.

The aim: The paper is aimed to find correlations between English language communicative academic and medical competence components (theoretical, practical, and individual by certain methods), to improve design of the course "Academic English for PhDs in Medicine", its methods and strategy. Materials and methods: The study sample includes postgraduate groups studying for PhD in Healthcare, aged 21-59 years, in Bukovinian State Medical University (39 respondents), Zaporizhzhia State Medical University (32 respondents), Kharkiv Medical Academy of Postgraduate Education (33 respondents), and Bogomolets National Medical University (318 respondents). The study was held in 2019-2023. We assessed theoretical and practical components using our tests, individual component - psychological methods. The values of three components were transformed into general English communicative academic and medical competence level. The data were treated with SPSS Statistica 18.0, using Spearman correlation significance. Results: We found positive correlation between English communicative competence and communicative tolerance, general communicative skills level, and high or medium communicative control level. Also, positive correlation characterizes interaction as a conflict-resolving strategy and communicative competence. Highly manifested intolerance in communication, predominance of negative mindsets, intolerance to stress negatively affect the level of English communicative academic and professional competence of PhD students. Conclusions: Analysis of the English speaking competence, and its components, showed positive correlation between interaction as a conflict-resolving strategy and English communicative competence of respondents. Regarding the results, the curriculum of the "Academic English for Medical PhDs" should be modified, including interactive methods, case studies, problem solving, and other methods for individual component training.

BENEFITS AND CHALLENGES WHEN USING THE TECHNIQUE OF ROLE-PLAYING IN SPEAKING EXERCISES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

The aim of this paper is to show the complete experiences, both benefits and challenges that A2 level students have when using role-plays in learning English as a foreign language. The respondents included in the survey consist of two groups of students: teenagers aged 12 to 15 (36 of them) and first-year students (38 of them) at the Department of Applied and Fine Arts of the University of Kragujevac (aged 18 up to 20 years). The teenage students attended an English language course at a private school in Kragujevac and were preparing for the international A2 knowledge test of the University of Cambridge, Cambridge A2 test also known as KEY (KET) in its pre-2020 version. In part 3 (conversation), task 2, the knowledge of those taking the test is assessed by means of a kind of a role play. Role-play is organized in pairs where both members of the pair have an equal chance to ask questions and provide information in predetermined situations that are partially structured. The task of the students was to play a role, to understand the situation and to express themselves in an adequate way both linguistically and in accordance with communicative competences. It was noticed that the students did not or to a lesser extent met with such activities, that their motivation for learning was higher than usu- al during and after the activities. There was also a gradual reduction of stage fright and fear of public speaking. On the other hand, the challenges that the examinees faced were the inability to form sentences grammatically correctly, especially questions, that they lack everyday vocabu- lary, as well as that they often sound unnatural and not polite enough. Some respondents could not avoid using their native language for more than a few seconds or not make long pauses in communication using postman’s sticks. Pedagogical implications of this research are the need for English teachers to systematically, and for a longer period, devote at least part of the lesson to such activities with the aim of relieving students of nervousness, activating knowledge and preparing for the challenges of the 21st century and the international circumstances of the use of the English language. We hope that this is one of a series of further investigations on similar topics that will give us better insight into how to improve learners’ communicative competence of English as a foreign language.

O impacto do Duolingo no desenvolvimento da competência linguística dos alunos: um aspecto das competências linguísticas comunicativas

Abstract This paper reports the impact of a type of m-learning on developing students’ linguistic and communicative competence in English as a second language. This study is a Mexican-based case using Duolingo to improve virtual courses in higher education students whose first language is Spanish. This study is a quasi-experimental research that analyzed pre-test and post-test results on a sample of 40 participants (control group of 20 participants and experimental group of 20 participants). The measuring instruments were designed for this specific study and focused on testing the six components of linguistic competence according to CEFR at level A2 (2018). A pilottest was previously conducted, and pre-test (0.81) and post-test (0.98) coefficients were considered acceptable according to Cronbach’s Alpha. This study addressed the following questions: a) How does Duolingo contribute to the development of linguistic competence in higher education students and support English learning in virtual courses via the m-learning methodology? and b) Which components were improved in student´s linguistic competence after using Duolingo? Results revealed a profound improvement in the experimental group participants. The post-test result of the experimental group is superior ( M=43.75) compared with the control group (M=30.35), mainly in the phonological control (+5.20) and the orthographic control (+2.65) compared with the control group, whose score slightly increased primarily attributed to the English virtual classes.