Enhance Communication Skills Research Articles

Practitioner views on transport planning's evolution – A Sisyphean task still ahead?

Transport planning as a formalised profession is relatively young and there is no doubt it has evolved over time. In Europe, Sustainable Urban Mobility Plans reflect a change in emphasis from keeping traffic moving to place-based, people-centric planning. Three new developments of significance present themselves to contemporary transport planning: the collision and merging of the digital age with the motor age; a widespread sense of deep (and possibly deepening) uncertainty about the future; and the imperative to address the climate emergency and decarbonise transport. Taken together, such developments are reflected in the recent notion of Triple Access Planning which sits within a so-called ‘decide and provide’ paradigm – contrasted with traditional transport planning within the ‘predict and provide’ paradigm.The world is changing significantly with a strong sense that transport planning needs to change accordingly. This paper draws upon the ‘7 Questions Interview’ technique to explore with 23 practitioners in the UK their experience of transport planning practice over time, their hopes and fears for its future and what could be achieved, and their views on enablers of, and barriers to, positive change.The interviews reveal a strong sense that transport planning can face a Sisyphean (seemingly impossible) task of advocating measures that could push towards realisation of economic, social and environmental aspirations, only to find progress with measure approval and implementation thwarted by perennial challenges including lack of political will and public buy-in. While the three new developments mentioned represent potential catalysts for significant change, such change relies on multiple other factors. These include collaborative cross-sector working, a long-term perspective, appropriate funding and political agency, and enhanced communication skills to win hearts and minds. The paper concludes that Sisyphus may continue to struggle to push the transport planning boulder to the top of the hill; unless perhaps Hercules can lend a hand.

Analyzing the Use of Project-Based Learning in English Education: Enhancing Student Engagement and Communication Skills

Analyzing the Use of Project-Based Learning in English Education: Enhancing Student Engagement and Communication Skills

Exploring The Impact of Participation in Badminton Programs on Psychological Well-Being and Social Development Among Youth

This study examined how badminton activity affected young people's psychological well-being and social development. The study included 200 participants from varied demographic backgrounds who were evaluated on various psychological and social criteria. Participation in badminton was found to considerably increase self-esteem, reduce stress, develop a sense of success, improve anxiety management, and boost social ties. Additionally, the activity significantly impacts social development by enhancing communication skills, leadership qualities, sportsmanship, cultural awareness, and inclusion. Significant variations were found depending on years of playing experience, with those with more participation reporting more tremendous psychological and social advantages. However, no significant changes were discovered depending on gender. The study also found a substantial positive association between psychological well-being and social development, showing that advances in one area were strongly related to improvements in the other.

Incongruence in Perceptions of Pain: Associations with Mental Health in Couples Living with Fibromyalgia.

Guided by the theory of dyadic illness management, this study examined the association between the within-couple incongruence regarding perceptions of pain experienced by adults with fibromyalgia (AwFM) and symptoms of depression and anxiety in AwFM and their partners. Participants included 204 couples. Three second-order dyadic variables were created from the couples' perceptions of pain interference experienced by AwFM: (1) absolute magnitude of incongruence in perception of pain, (2) average perception of pain, and (3) direction of incongruence (i.e., who perceives pain to be higher). Structural equational modeling was used to examine the association between the three dyadic variables and AwFM and partner symptoms of depression and anxiety, adjusting for covariates. These steps were repeated for pain severity. Higher average perception of pain interference within the couple was associated with greater symptoms of depression and anxiety in AwFM and partners. AwFM exhibited greater symptoms of depression when their perception of their pain interference was higher than their partner's. Incongruence variables were not significantly associated with AwFM or partners' anxiety symptoms. Near identical results were found for pain severity. A dyadic approach to mental health treatment, which includes enhanced communication skills, should be adopted to optimize the mental health of couples living with fibromyalgia.

Factors Influencing Participation and Engagement in a Teen Safe Driving Intervention: A Qualitative Study.

(1) Background: Few teen driving safety programs focus on increasing parental engagement with high-risk teen drivers, specifically those with a traffic violation. This study explored parents'/guardians' ('parents') experiences with a teen driving safety program, ProjectDRIVE, including facilitators and barriers to program engagement. (2) Methods: We conducted virtual, semi-structured interviews with parents who completed ProjectDRIVE, which included in-vehicle driving feedback technology and individualized virtual training with parents on effective parent-teen communication. (3) Results: Twenty interviews (with 17 females and three males) were transcribed verbatim and independently coded by three coders using systematic, open, and focused coding. Three major themes were identified: factors influencing a parent's initial decision to participate, factors influencing continued engagement, and perceived benefits of participation. The decision to participate was influenced by these subthemes: parental motivation to help their teen, perceived program usefulness, program endorsement, program incentives, parents' busy schedules, and lack of access to a car/internet. Subthemes impacting continued engagement included enhanced communication skills, teen willingness to engage, strong parental engagement, and teens' other priorities. Perceived benefits included greater self-efficacy in communication, improved communication patterns and frequency, and enhanced parent-teen relationships. (4) Conclusions: These findings may set the foundation for developing and implementing future court-ordered parent-based teen safe driving programs for teens with traffic citations.

PROPOSAL TO DEVELOP AND VALIDATE A MOODLE-BASED FLIPPED LEARNING PLATFORM FOR ENHANCING ARABIC COMMUNICATION SKILLS

This research proposes the development and validation of a Moodle-based flipped learning strategy for enhancing basic communication in Arabic among undergraduates in Nigeria, using Al-Hikmah University as a case study. Flipped learning is a model that redefines traditional classroom activities, enhances engagement, and deepens understanding. Integration with Moodle, a widely used Learning Management System (MLS), creates a structured environment for content delivery. The study involves creating Arabic language modules on Moodle, including instructional videos, multimedia, and interactive exercises. These modules support self-paced learning, enabling students to review materials before class, with in-class time dedicated to collaborative activities. Effectiveness will be assessed through quantitative and qualitative measures, including pre- and post-assessment tests, surveys, and focus group discussions. Anticipated outcomes include improved language proficiency, increased participation, and enhanced communication skills. Validating the flipped learning platform using Moodle at Al-Hikmah University will provide valuable insights into language education, particularly for enhancing Arabic communication skills. The study's novelty lies in its innovative use of flipped learning, customized application of Moodle, focus on a unique demographic, and practical approach to language acquisition. This research offers a blueprint for future implementations in diverse educational settings, promoting the broader adoption of technology-enhanced learning methods.

Flipped classroom as an effective educational tool in teaching physiology for first-year undergraduate medical students.

Flipped classroom (FC) teaching has recently received much attention in medical education. It has been introduced in our institution for 2 years, and we studied the effectiveness and perception of FC teaching in Physiology for first-year undergraduate students. In total, 150 out of 250 first-year MBBS students participated in this study. They were divided into two groups, each consisting of 75 students. Multiple topics in the cardiovascular system were taught to the students by employing traditional classroom (TC) didactic lectures in group A. The same topics were handled using FC in group B, where the students came prepared with the study materials the facilitator provided before class commenced. A well-planned classroom discussion with a formative assessment was conducted at the end. The test scores were compared between the two groups by using an independent t-test. A feedback report was obtained from both groups' students to analyze the teaching-learning methods' accomplishment. FC teaching scores were significantly higher than the traditional lecture among all students. Feedback results showed that 93% of students agreed that the resource materials, group discussions, videos, and exercise tools used in FC were very useful; 95% of students agreed that it provided a good understanding and better appreciation of basic science knowledge in health and disease, and 91% reported that it was well-organized with good interaction, clear explanation, relevant information, and encouraged critical thinking with active student participation. FC proves to be an effective, interesting, and motivating teaching-learning module. It enhances communication skills, clinical thinking, interaction, and active student participation.

Addressing obstetric violence: a scoping review of interventions in healthcare and their impact on maternal care quality.

The mistreatment and abuse of women during childbirth have been recognized as a major global health challenge, impeding facility-based delivery and contributing to the high maternal mortalities globally. The World Health Organization has specifically called for interventions to deal with obstetric violence. This scoping review consolidates the existing literature on interventions aimed at reducing obstetric violence and synthesizes existing knowledge on their impact in promoting respectful maternity care. Thirteen electronic databases were searched for relevant articles from January 2001 to March 2023. A total of 863 records were identified, and 72 full-text articles were retrieved for further screening. The review includes 16 studies, particularly from low- and middle-income countries, with interventions implemented at medical facilities and involving both women and healthcare providers. Eight of the studies were quantitative, three were qualitative and five used a mixed-methods approach. The results reveal a promising trend in reducing obstetric violence through various interventions. Ten different types of interventions were identified, highlighting strategies to improve the quality of maternity care and enhance patient-centered care. Improved patient-provider communication skills, increased privacy measures, and reduced abuse and mistreatment emerged as common themes. Enhanced communication skills, including open discussions and the right to be informed, were crucial in reducing obstetric violence. Privacy measures, such as separate rooms, curtains, and birth companions effectively decreased incidents of non-confidential care. General abuse and mistreatment, including physical abuse and neglect, were also reduced, leading to improved perceptions of respectful care during childbirth. Overall, the interventions had a favorable impact on obstetric violence reduction and women's childbirth experiences. However, despite promising results, obstetric violence remains prevalent worldwide, necessitating more efforts to implement effective interventions. To the best of our knowledge, this is the first scoping review on obstetric violence interventions, providing a comprehensive overview of the state of the art. We suggest that further research is needed to explore new interventions, particularly gender-sensitive interventions, to contribute to a growing body of knowledge on the prevention of obstetric violence.

Context of Saudi Arabia: Does Education Influence Effective Communication amongst Individuals?

Education is critical for learning how to communicate with others. Through formal schooling, people learn the language (how to read and write) and interact with others in the same setting. One of the study's assumptions is that well-educated people communicate well, leading to better jobs and higher income. Another assumption is that communication skills improve with age due to the practicality of employing what has been taught on a daily basis, especially among professionals. An experienced medical doctor, journalist, or educator has enhanced communication skills compared to entrants within the same profession. Also, people with any formal career in the sector have better communication skills than illiterate individuals or those with elementary-level education. In Addition, the chance to apply one's skills can make a difference in people's communication skills in varying careers. For these reasons, respondents' level of education was analyzed with monthly income and work sector. The chi-square test was applied, and it was found that there is a significant relationship between the level of education and monthly income and age group but now work sector. One possible reason for the latter finding is that respondents' careers and professions were not specified. Despite these findings, there are variables to consider among individuals when assessing their education and communication skills such as their experience and whether they are self-taught.

Lesbian, gay, bisexual, transgender, and queer health-related educational experiences in undergraduate medical curricula among Thai medical schools (LEAD-IN)

Purpose In Thailand, Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) individuals face significant health disparities and discrimination in healthcare. A primary cause is the lack of knowledge among doctors and their negative attitudes towards LGBTQ people. The purpose of this study was to explore the current undergraduate medical curricula of medical schools in Thailand concerning learning outcomes, contents, teaching and learning methods, and assessment methods in the field of LGBTQ health. It also sought to gather opinions from principal stakeholders in curriculum development. Methods The authors employed a mixed-methods approach with a convergent design to conduct the research. Quantitative data were collected from 23 deputy deans of educational affairs using a standardized interview form, and qualitative data were obtained through in-depth interviews with key stakeholders including 16 LGBTQ healthcare receivers, 22 medical students, and three medical teachers. Both datasets were analyzed simultaneously to ensure consistency. Results The findings indicate that none of the medical schools had established learning objectives related to LGBTQ healthcare within their curricula. Of the institutions surveyed, 8 out of 15 (53.3%) offered some form of teaching on this topic, aligning with the qualitative data which showed 7 out of 17 institutions (41.2%) provided such education. The most frequently covered topics were gender identity and sexual orientation. Lectures were the predominant teaching method, while multiple-choice questions were the most common assessment format. There was a unanimous agreement among all principal stakeholders on the necessity of integrating LGBTQ healthcare into the M.D. program and the professional standards governed by the Thai Medical Council. Conclusions Although some Thai medical schools have begun to incorporate LGBTQ health into their curricula, the approach does not fully address the actual health issues faced by LGBTQ individuals. Future teaching should emphasize fostering positive attitudes towards LGBTQ people and enhancing communication skills, rather than focusing solely on the cognitive aspects of terminology. Importantly, medical educators should serve as role models in providing competent and compassionate care for LGBTQ patients.

The Impact of Coaching Style on Basketball Players’ Performance Satisfaction in Hunan, China

This study examines the impact of coaching style on basketball players' performance satisfaction at Hunan Normal University, Hunan University of Technology, Hunan University of Science and Technology, and Hunan First Normal University. Employing a descriptive comparative correlational research design, the study involved 483 basketball athletes from these universities. Utilizing a purposive sampling technique, the research targeted athletes based on their participation and experience in basketball. Data was collected through a questionnaire adapted from the Multifactor Leadership Questionnaire and scales derived from Self-Determination Theory. The questionnaire assessed demographic profiles, coaching styles, and athletes' performance satisfaction. Findings reveal that the majority of respondents are male and predominantly 17 years old with 3-4 years of basketball experience. Coaches were generally effective in inspirational motivation and intellectual stimulation but showed gaps in individualized consideration, role modeling, and effective communication. Gender differences significantly influenced perceptions of coaching styles, highlighting the need for gender-sensitive coaching approaches. Performance satisfaction showed general dissatisfaction with skill development and mixed feelings about autonomy and team cohesion. Psychological well-being was moderately positive, but stress management and mental readiness required more focus. The study found a strong positive correlation between various coaching styles and performance satisfaction dimensions. Effective coaching in inspirational motivation, intellectual stimulation, individualized consideration, role modeling, and communication positively impacted athletes' satisfaction in skill development, autonomy, team cohesion, psychological well-being, and overall satisfaction. The study concludes that tailored coaching strategies, enhanced communication skills, gender-sensitive approaches, and a focus on mental readiness are crucial for improving basketball players' performance satisfaction in Hunan, China.

Cultural Diversity and Curriculum

Cultural diversity in education involves incorporating various perspectives, experiences, and values into the curriculum to create a more inclusive and enriching learning environment. Cognitive and academic advantages, cultural competence, global awareness, reduced stereotyping, workforce preparedness, enhanced communication skills, creativity and innovation, and positive social and emotional development are the benefits of cultural diversity in the curriculum. Similarly, resistance from traditional structures, lack of teacher training and resources, limited representation in educational materials, time constraints, curriculum overload, resistance from learners and parents, assessment and standardization challenges, inadequate institutional support, and cultural competence gaps among educators are the challenges of it. In the same way, incorporating diverse perspectives, bed cross-cultural examples, promoting inclusive teaching practices, introducing multicultural literature and resources, collaborating with diverse guest speakers, offering language courses, integrating cultural competence training, and reflecting on cultural inclusivity are the strategies for implementing cultural diversity in education. The integration of cultural diversity into curricula offers numerous merits but is not without its obstacles. Strategic implementation, addressing resistance, and fostering institutional support are crucial for creating inclusive and culturally responsive educational environments in the context of Nepal.

Technology and Language: Improving Speaking Skills through Cybergogy-Based Learning

Language learning in the Industrial Revolution 4.0 and Society 5.0 era is required to produce students with 21st-century skills by increasing the capacity and capability of using technology in learning. Technology-based learning, known as cybergogy, is a continuity of learning paradigms that previously applied the principles of pedagogy and andragogy in the learning process. As a new concept in learning, cybergogy is essential in improving 21st-century skills in the form of the 6Cs (Citizenship, Character, Critical Thinking and Problem Solving, Communication, Creativity, and Collaboration). Enhancing communication skills through cybergogy-based learning is a novelty that has not been done much and has become the focal point of research. This research, part of development research using the ADDIE model, employed a quasi-experimental design conducted in 3 senior high schools in Yogyakarta, representing one school per category, namely the lower, medium, and high categories, based on UTBK scores. A non-equivalent control group design involving an experimental and control class was applied. The results of this study, which showed a significant improvement in students' communication skills, especially speaking aspects, through blended learning, are of great significance. Therefore, it can be concluded that cybergogy-based language learning has proven effective in improving students' communication skills through blended learning.

Multilingualism and socioeconomic mobility: Analyzing the correlation in immigrant populations

This research investigates the relationship between multilingual abilities and socioeconomic mobility among immigrant populations. It evaluates how linguistic competencies influence employment opportunities, educational attainment, and social integration. The study aims to provide insights into how policymakers and educators can leverage multilingual education for economic and social inclusion. The phenomenon of multilingualism among immigrant populations has garnered significant scholarly attention due to its potential implications for socioeconomic mobility. This Review comprehensively analyzes the correlation between multilingualism and socioeconomic advancement among immigrant communities. Drawing upon various academic literature, this study aims to elucidate the nuanced relationship between language proficiency, cultural adaptation, and economic integration. The Review begins by contextualizing the importance of multilingualism in contemporary society, particularly in the context of globalization and increased migration flows. Multilingualism, defined as the ability to speak multiple languages proficiently, is posited as an asset for immigrants seeking to navigate new social and economic landscapes. Through a review of existing research, this Review examines how multilingualism influences socioeconomic mobility. Firstly, multilingual individuals often possess enhanced communication skills, enabling them to access a broader range of employment opportunities and interact effectively in diverse workplace environments. Furthermore, proficiency in multiple languages facilitates social integration and cultural adaptation, factors that are closely associated with socioeconomic success. Immigrants who can navigate linguistic and cultural barriers may experience greater social mobility and upward economic trajectories. Moreover, the Review explores the role of language in educational attainment and intergenerational mobility. Studies suggest that bilingualism and multilingualism can positively affect academic performance and cognitive development, potentially leading to improved educational outcomes for immigrant children. Additionally, language proficiency may facilitate intergenerational transmission of cultural capital and social networks, which are critical determinants of socioeconomic mobility. However, the relationship between multilingualism and socioeconomic mobility is complex and multifaceted. Factors such as language proficiency levels, language policy, and discrimination can significantly impact immigrant trajectories. Moreover, the intersectionality of language with other social identities, such as race, ethnicity, and class, necessitates a nuanced understanding of how language shapes opportunities and barriers for immigrant populations. In conclusion, this Review highlights the intricate interplay between multilingualism and socioeconomic mobility among immigrant communities. By examining the multifaceted dimensions of language proficiency, cultural adaptation, and economic integration, this study contributes to a deeper understanding of the factors shaping immigrant experiences and pathways to success in diverse sociocultural contexts.

Navigating Careers in Ayurveda: A Comprehensive Needs Assessment for Introducing a Career Guidance Module.

The career landscape in Ayurveda is diverse and multifaceted. Many career opportunities are now being available for Ayurveda in many fields, e.g. cosmeceuticals, neutraceuticals, herbal pharmaceuticals, preventive healthcare, lifestyle and wellness and clinical research. However, an interactive platform is lacking to introduce recent Ayurveda graduates to emerging career opportunities. A dedicated career guidance module can help address these aspirations by providing insights into various career paths and potential career trajectories. This Needs Assessment Survey was conducted among different stakeholders within Ayurveda to find out the perceived need for introducing a career guidance module for interns. Afterinstitutional sub-ethics committee approval, a peer-validated needs assessmentquestionnaire for a career guidance module was developed and administered to faculty, clinicians, industry entrepreneurs, post-graduate residents, fresh graduates and interns within Maharashtra. Snowball sampling through WhatsApp was used to collect responses. A total of 102 responses were received. Fifty-eight per centof respondents were females. An almost equal number of faculty, interns and fresh graduates responded. In carer preferences, post-graduation followed by clinical practice were two responses that received maximum votes. An academic career was least preferred. The majority of faculty and students felt that sufficient career options were available for Ayurveda graduates. Private practitioners and entrepreneurs felt otherwise. For updated information on career opportunities, interns rely on the internet over peers and local contacts. Guidance from colleges is minimal. Internship is an important time in career decision-making. Internship experiences are likely to influence the opinions of fresh graduates regarding their desired career paths. Almost all survey participants agreed on an urgent need to have career guidance in Ayurveda. This should focus on employment, enhancing communication skills, professional ethics and leadership skills along with clinical expertise. The pursuit of a career in Ayurvedic research, Ayurvedic drug development, Ayurvedic manufacturing, Ayurvedic tourism, etc. lacks a clear career path. Most interns are unfamiliar with these uncharted career paths. The Health Universities, colleges and eminent experienced alumni of Ayurveda colleges can form an intensive network to guide and support students in making an appropriate choice of a career in Ayurveda.

Experiences of emergency medical services personnel about barriers and facilitators in prehospital childbirth missions in Iran: a qualitative study

Objective: In Iran, the majority of emergency medical services (EMS) personnel are male; hence, one of their distinct and crucial missions is the prehospital childbirth mission, which might be significantly challenging for both personnel and patients. To obtain in-depth and authentic data, the present study was conducted to elucidate the barriers and facilitators of prehospital childbirth missions based on the experiences of EMS personnel. Methods: A qualitative study employing conventional content analysis was conducted in 2023. Participants were selected through purposive sampling from EMS personnel willing to participate in the study and who have experiences with missions leading to childbirth. Data saturation was reached through in-depth semi-structured interviews with 14 participants. Data accuracy and credibility were confirmed using the Lincoln & Guba criteria. Results: The results included two main themes including barriers and facilitators. Barriers were categorized into "gender-related barriers" and "personnel barriers." While "appropriate communication" and "efforts to preserve privacy" were the primary facilitator themes. Conclusion: The findings revealed that EMS personnel face considerable barriers in the process of these missions. Therefore, for optimal performance quality in this prominent mission, it is recommended that clinical and educational policymakers consider actively recruiting female personnel, focusing on enhancing communication and practical skills and securing the patient's privacy. These approaches can result in childbirth missions with lower stress levels for patients, families, and personnel who provide the service.

Effects of C-reactive protein rapid testing and communication skills training on antibiotic prescribing for acute cough. A cluster factorial randomised controlled trial

This cluster randomised clinical trial carried out in 20 primary care centres in Barcelona was aimed at assessing the effect of a continuous intervention focused on C-reactive protein (CRP) rapid testing and training in enhanced communication skills (ECS) on antibiotic consumption for adults with acute cough due to lower respiratory tract infection (LRTI). The interventions consisted of general practitioners and nurses’ use of CRP point-of-care and training in ECS separately and combined, and usual care. The primary outcomes were antibiotic consumption and variation of the quality-adjusted life years during a 6-week follow-up. The difference in the overall antibiotic prescribing between the winter seasons before and after the intervention was calculated. The sample size calculated could not be reached due to the COVID-19 outbreak. A total of 233 patients were recruited. Compared to the usual care group (56.7%) antibiotic consumption among patients assigned to professionals in the ECS group was significantly lower (33.9%, adjusted odds ratio [aOR] 0.38, 95% CI 0.15–0.94, p = 0.037), whereas patients assigned to CRP consumed 43.8% of antibiotics (aOR 0.70, 95% CI 0.29–1.68, p = 0.429) and 38.4% in the combined intervention group (aOR 0.45, 95% CI, 0.17–1.21; p = 0.112). The overall antibiotic prescribing rates in the centres receiving training were lower after the intervention compared to those assigned to usual care, with significant reductions in β-lactam rates. Patient recovery was similar in all groups. Despite the limited power due to the low number of patients included, we observed that continuous training achieved reductions in antibiotic consumption.

Exploring the Landscape of Challenges and Opportunities in Teaching Speaking Skills

Speaking skills are defined as the skills which involve guiding learners to articulate thoughts coherently, express ideas fluently, and communicate effectively in spoken language through various interactive and engaging activities. As communication has become increasingly pivotal in the globalized landscape, the demand for effective speaking proficiency is more prominent than ever. The prime objective of writing this review article is to explore major challenges, and opportunities in teaching speaking skills in the context of English as a Foreign Language (EFL). In pursuit of this objective, extensive reviews and analyses of related materials from books, journal articles, and online resources have been undertaken. This article concludes that pronunciation, vocabulary building, fluency, grammar and syntax, listening skills and interactive activities are the aspects of teaching speaking skills, and learners’ anxiety and shyness, large class sizes, lack of teacher expertise, limited exposure and sources, lack of practice opportunities, diverse student needs, inadequate pronunciation correction, etc. are major challenges. Concurrently, authentic communication tasks, technology integration, peer interaction and collaborative activities, self-assessment and reflection, enhanced communication skills, real-life application, increased language proficiency, critical thinking and problem-solving, building confidence, career advancement, global communication, student engagement, etc. are prominent opportunities within the teaching of speaking skills. The findings of this study have implications for EFL teachers, teachers and curriculum designers who aim to enhance the quality of speaking skills in EFL contexts.

Enhancing Elementary Students’ Oral Reading Fluency Through Repeated Reading and Big Books

Reading is crucial for learning across all disciplines and to develop an understanding of the ever-changing world. Recently, reading activities in schools have been hampered due to modular and distance learning effected by the COVID-19 pandemic. This study aimed to address students’ oral reading fluency (ORF) and contribute to their reading development in the English language by employing repeated reading and Big Books interventions. Words correct per minute (WCPM) and accuracy rates were the main ORF components measured in this study. The sample involved 21 students in the Grade 4 level at Tinoc Central School (TCS), Tinoc, Ifugao, Philippines. The study employed an action research design and the Dynamic Indicators of Basic Early Literacy Skills ? Oral Reading Fluency (DIBELS – ORF or DORF) assessment over three periods. The participants’ ORF and the effect of employing repeated reading and Big Books as interventions were quantitatively analyzed. Results indicate that most participants had ORF WCPM and accuracy rates below the Grade 4 benchmark goals for English reading, indicating that they were at risk of reading difficulties. Some participants even attained ORF WCPM and accuracy rates below their grade level. Conclusively, there were positive improvements in the participants’ ORF across the interventions, signifying the impact of repeated reading using Big Books on their reading fluency. Improved ORF fosters a deeper understanding of textual content and enhances communication skills, preparing students for better academic achievements and successful social interactions. Considering the study’s findings, using repeated reading and Big Books to support students’ English reading achievement is highly suggested for elementary reading enhancement.

Unlocking success: strategic approaches to enhancing communicative competence in English learning

This article explores the multifaceted nature of communicative competence, discuss its key components, and examine strategies for developing and enhancing this vital skill based on the survey conducted among English language learners. Through a deeper understanding of communicative competence, learners can unlock the full potential of their language abilities and navigate the complexities of our interconnected world with confidence and proficiency. The analysis of an online survey among first-year students provides insights into gender distribution, English proficiency levels, communication skills, and cultural awareness. A significant gender disparity is evident, with females comprising 83% of participants. Regarding English proficiency, the majority perceive themselves as intermediate, with smaller proportions identifying as pre-intermediate, beginner, or advanced. While confidence in overall communication skills is high, specific challenges exist in grammar, speaking, and writing. Limited engagement in English conversations outside formal settings indicates a need for increased practice opportunities. Various strategies are employed to enhance English skills, including media consumption and interaction with native speakers. These findings underscore the importance of tailored support for learners at different proficiency levels, promoting increased engagement in English practice outside the classroom, and integrating cultural sensitivity training to enhance communication skills and intercultural competence.