Learning Communication Skills Research Articles

Student-generated multimedia for supporting learning in an undergraduate physiotherapy course

Outside the university, rapid authoring tools and ubiquitous technologies have fuelled a rise in usergenerated multimedia and participatory culture. The educational equivalent, digital student-generated content, has been heralded as one approach for supporting active and student-centered learning. This is especially relevant in tertiary education, where multimedia is mainly used as a method for transmission of content. Though student-generated multimedia may seem pedagogically ideal, especially for applied areas such as Health Sciences, the diversity of adoptions and limited evidence in the area make broad claims to its efficacy difficult to support. This study uses mixed methods to assess the outcomes of a student-generated multimedia assignment within a third-year university physiotherapy subject. This study found that all students were able to complete the assessment task in a way that demonstrated key disciplinary learning and professional communication skills despite many not having prior experience of this kind of assessment. Student survey data demonstrated that students were able to navigate between new tools and methods to achieve a complex task. While multimedia gave students new and creative ways through which to engage with practitioners, patients and the profession, attitudes varied in accordance with student self-efficacy and confidence. The self-directed nature of the task appears to be both an opportunity and a challenge. These findings further contribute to our understanding of implementing student-generated multimedia projects and extend this knowledge to the health sciences’ discipline.

Adquisición de habilidades de comunicación mediante simulación clínica: Aspectos destacados por estudiantes de medicina

Learning communication skills is central in medical education. Clinical simulation provides conditions to foster comprehensive teaching and learning processes, although it is necessary to understand student acceptance as a way to evaluate and improve the strategy. The objective of this study was to analyze the perception of medical students after introducing clinical simulation sessions to optimize the teaching and learning processes of communication skills. The study design is observational, cross-sectional, mixed, and uses census sampling. A survey was conducted through a questionnaire, and a descriptive analysis of the results was performed. The results reveal a generally good perception, where the majority of students highlighted the debriefing space or final reflection (64.8%), while 27.8% valued clinical simulation as a space for applying knowledge and more than 20% referred to the simulation scenario or the experience with a simulated patient. In conclusion, the most notable space was debriefing as an area for reflection and learning, although other appreciated aspects such as the application of knowledge or the use of a simulated patient are also important in understanding clinical simulation as a tool for learning communication skills.

ТЕХНОЛОГИЯ ОБУЧЕНИЯ В СОТРУДНИЧЕСТВЕ НА УРОКАХ ИНОСТРАННОГО ЯЗЫКА

The main goal of teaching a foreign language at school is the formation and development of communicative competence, that is training in practical knowledge of a foreign language. Using technology of cooperative learning helps to develop communication skills in learning

Improving cognitive learning outcomes and communication skills through problem-based learning with lesson study

Students' communication skills must be empowered by habituating discussion to increase learning and understanding. This habit can be trained by applying Lesson Study (LS) activities in Problem-Based Learning (PBL). This study analyzed the effectiveness of PBL learning with LS activities in improving cognitive learning outcomes and communication skills of Masters of Biology Education students at Universitas Negeri Malang. This type of research uses a mixed method with a quantitative research approach and a one-group-pretest-posttest research design. The sampling technique used purposive sampling. Data collection uses test, non-test, observation, and documentation techniques. Data analysis used descriptive qualitative, descriptive statistics, and inferential statistics t-tests. The results showed that the PBL learning syntax had been implemented well, and there were significant differences in the learning outcomes of the two cycles, with a significance value of 0.000 (cycle I) and 0.001 (cycle II) 0.05. Furthermore, the results of student communication skills also experienced an increase in scores from cycle I to cycle II by 0.5%. This shows that PBL learning with LS activities can effectively improve students' communication skills and can be recommended for learning. Memperbaiki pembelajaran kognitif dan keterampilan komunikasi melalui pembelajaran berbasis masalah dengan lesson studyPemberdayaan keterampilan komunikasi siswa perlu dilakukan dengan pembiasaan diskusi sebagai upaya peningkatan pemahaman belajar. Kebiasaan ini bisa dilatih dengan menerapkan kegiatan Lesson Study (LS) dalam model pembelajaran Problem Based Learning (PBL). Tujuan penelitian ini adalah untuk menganalisis efektivitas pembelajaran model PBL dengan kegiatan LS dalam meningkatkan hasil belajar kognitif dan keterampilan komunikasi mahasiswa Pascasarjana Pendidikan Biologi Universitas Negeri Malang. Jenis penelitian menggunakan mixed method dengan pendekatan penelitian kuantitatif dan desain penelitian one-group-pretest-postest. Pengambilan sampel menggunakan teknik purposive sampling. Pengumpulan data menggunakan teknik tes, non-test, observasi dan dokumentasi. Pada siklus pertama materi yang digunakan adalah penyusunan hipotesis dan siklus kedua menggunakan materi statistik dan analisis data. Analisis data menggunakan deskriptif kualitatif, statistik deskriptif dan statistik inferensial uji t-test. Hasil penelitian menunjukkan sintak pembelajaran PBL telah terlaksana dengan baik dan terdapat perbedaan nyata hasil belajar kedua siklus dengan nilai signifikansi 0,000 (siklus 1) dan 0,001 (siklus 2) 0,05. Selanjutnya hasil keterampilan komunikasi mahasiswa juga mengalami peningkatan skor dari siklus 1 ke siklus 2 sebesar 0.5%. Hal tersebut menunjukkan bahwa model PBL dengan kegiatan LS secara efektif dapat meningkatkan keterampilan komunikasi mahasiswa dan dapat direkomendasikan untuk pembelajaran.

IJCM_1A: Connecting Compassionately: An Evaluation of Medical Graduates and Postgraduates Attitudes Toward Learning Communication Skills

Background: Good communication skills are crucial for clinicians, influencing patient health and satisfaction. These skills build trust between patients and providers, preventing risks and conflicts. The 2019 introduction of the Attitude, Ethics, and Communication (AETCOM) module in MBBS curriculum by the Medical Council of India aims to enhance medical students’ communication skills, curb malpractices, and uphold patient’s trust in doctors. Methodology: It’s a cross-sectional study conducted in the Department of Community Medicine, J. N. Medical College, AMU, Aligarh. A total of 478 medical-graduates and PGs (divided into four groups of first (2023), second (2022+2021), third (2020+2019) MBBS-batch and fourth (Interns+ PGs) groups) were enrolled to fill up the communication skills attitude scale (CSAS) questionnaire online which consists of 13 positive and 13 negative, and also 13 affective, 5 cognitive and 4 respect attitude questions which was scored in five-point Likert’s scale. The data was analyzed using SPSS 20.0 software. Results: Overall score for positive, negative, affective, cognitive and respect domain were 36.6±7.0, 54.3±6.2, 43.5±4.6, 17.4±2.1 and 17.0±2.3 respectively. There is significant difference in score of negative attitude of first group with second and third group (34.4 vs 37.5, p=0.003 and 34.4 vs 37.8, p=0.001) respectively while positive attitude remained same. Also, significant difference in affective (42.6 vs 44.3, p=0.036) and cognitive (17.1 vs 17.9, p=0.034) component between first and fourth group while no such difference was found in respect attitude. Conclusion: Study reveals a positive inclination among medical graduates and PGs towards CSLP while a decrease in negative attitude of interns and PGs from final year students, may be due to increase in clinical exposure with the patients. The favorable attitude underscores the potential for successful integration of such programs into medical education, fostering effective communication, enhancing the quality of patient care.

Memorization and discussion methods effect on achievement and communication skills

This study aimed to determine learning outcomes and discuss the effect of the combination of memorization and small group discussion methods on students’ achievement and communication skills. A quantitative method was applied in this study with a quasi-experimental design. The subject of this study is 60 students in Islamic Education, Faculty of Education and Teacher Training (FTIK) at the Pontianak State Institute for Islamic Studies, divided into a control and an experimental group. Data were collected through pre-test and post-test from the control and experimental groups and then analyzed using the independent samples t-test using statistical software JASP version 0.16.4. The findings revealed that there are differences between outcome learning and communication skills between the control group which only uses the small group discussion method and the experimental group which employs a combination of memorization and small group discussion methods in the course of developing Islamic Education material. The findings of this study confirm that combining the two methods, memorization, and small group discussion, is highly effective in improving learning achievement and communication skills at the student level. Further research is suggested to explore and determine other factors affecting learning outcomes and methods.

Development of Video Learning Materials for Asertification of Communication Skills in Students

The aim of this research is to determine the effectiveness of developing assertive learning videos for Jambi University students. The research method used in this research is the Research and Development (R&D) method. This development research uses the development method from Trollip and Allesi which centers on the use of multimedia as a learning tool. This method was chosen because it can be used as a guide for developing and testing the effectiveness of communication assertiveness learning videos for Jambi University students. The data that will be collected in this research will be quantitative and qualitative data. Quantitative data is carried out using questionnaires which will be distributed to Jambi University students. The results of the research show that the material validation of the assertive communication skills learning video for PORKES students at Jambi University obtained a percentage of around 94.30% so that it could be declared eligible in the very good category. Media validation, the percentage of appropriateness in the assertive communication skills learning video was found to be around 94% in the very good category. The percentage of Jambi University PORKES student respondents through the Field Trial showed an average percentage figure of 86% with a very high classification of interest in learning in assertive communication skills. Based on the results of research that has carried out expert and field validation trials in developing Assertive Communication Skills Learning Videos for PORKES Students at Jambi University, it can be concluded that the development of learning media in this research began by conducting a need analysis on individuals aged 18-20 year.

Contextual determinants impacting final year nursing students' emergency team communication during deteriorating patient simulations: A grounded theory study

BackgroundAbility to focus on development of students' team communication and non-technical skills may be reduced in content saturated nursing curricula. Even when communication and simulation-based education is provided, students' utilisation of non-technical skills remains challenging. Although simulation is a recognised means to learn communication skills, little is known about nursing students' team communication in simulated settings. ObjectiveTo understand the process by which final year undergraduate nursing students communicate in simulated team emergencies. DesignUsing constructivist grounded theory, data was collected using semi-structured interviews and student observations and analysed using constant comparative analysis. SettingSimulation laboratories in one university nursing school in Australia. Participants21 final year nursing students in seven teams. MethodsData were gathered from interviews and video observations of final year nursing students during simulated team emergencies. ResultsInterview data and observations of video-recordings revealed contextual determinants that influence communication within teams: the simulation context, the student context and the team context. Team member characteristics, such as cultural and linguistic background, life experiences, gender and age, the ability to shift from leadership to followership as well as environmental factors such as mask wearing and simulation fidelity, contributed to uncertainty in communicating that nursing team effectiveness. ConclusionsImprovement of contextual conditions necessitates implementation of supportive strategies. These include development of educational initiatives, and further research in experiential learning as a modality for learners to experience team communication. Further, simulation context, student context and team context are important considerations. Meeting clinical communication learning needs of students allows better preparation to care for deteriorating patients as graduates.

An overview of an education innovation embedding drama-based workshops into undergraduate adult nursing to embody “care”

BackgroundThis paper provides an overview of an innovation using drama-based workshops which have been embedded into undergraduate nursing curriculum in a Higher Education Institute in the United Kingdom (UK). Drama techniques are gaining increasing recognition in nursing education particularly around the way in which they can support the learning of communication and interpersonal skills in a multi-sensory approach. InnovationThe drama-based workshops have become embedded in the nursing curriculum alongside nursing clinical simulations. The workshops use techniques from physical theatre with an emphasis on “care” that are aligned to the specific learning outcomes of the clinical simulation. ImplicationsThe workshops were developed across all years of the curriculum in response to student feedback which demonstrated how drama can enable students to develop self-awareness, empathy, communication skills and self-care. ConclusionThe Drama based workshops have enabled students the opportunity to explore and reflect on their own interpersonal communication as well as the embodiment of care to their patients, colleagues and themselves.

Having it both ways: learning communication skills in face-to-face and online environments

In early 2020, the COVID-19 pandemic forced educators to transition to online teaching almost overnight. This paper focuses on students’ perceptions of communication skills in a practice course in the spring of 2020. The beginning of the course was held face-to-face and conducted online at the end. We sought information regarding students’ experiences of online course in a skill-based course. Relying on knowledge about online communication, we selected three areas to focus on in online course. First, feedback is essential in the process of learning communication skills and is included in the course learning objectives. Second involves eliciting conversations in an online environment. The third area is the connection between the audience and the speaker in public speaking. Our goal was to develop the course according to student’s perceptions. At the end of the course, 26 students answered open-ended questions about the two forms of implementation. Using thematic analysis, five different themes were constructed: (1) positive perceptions of the course, (2) neutral perceptions of online course, (3) perceptions of the challenges in online course, (4) perceptions of public speaking, and (5) perceptions of feedback. During the course, the students learned much-appreciated computer-mediated communication. They believed that the good learning results were due to careful organization and connection to other students. While uncommon, few students perceived online course as neither good nor bad, just neutral. Nevertheless, online course was not without challenges; students identified several problems concerning, for example, conversations and non-verbal communication. Furthermore, students considered feedback to be successful; however, online public speaking was perceived as different from speaking to a physical audience. The results of this study indicate that in a skill-based course, the online format can be just as effective as the face-to-face format. However, especially because public speaking was regarded as different and participants appreciated practicing communication in the online setting, we suggest that students should have the opportunity to practice communication skills both online and face-to-face. Additionally, although conversations received special attention, it caused the most significant challenges in the online environment; therefore, we propose that solutions to address this problem must be investigated further.

Language Learning Strategies Used by Malaysian ESL Students to Improve English Communication: A Systematic Literature Review

Communication in English has long been recognised as one of the most challenging skills for pupils learning the language. Many studies in recent years have also emphasised the relevance of English communication abilities. With the advancement of technology in our current day, kids may learn communication skills through a variety of tools. As a result, determining the learning approaches used by pupils to build their English communication talents is crucial. A systematic literature review is undertaken in this study to investigate the prevailing language learning approaches utilised by Malaysian pupils acquiring English as a Second Language (ESL). Four databases were utilised to obtain the publications that were analysed: Scopus, Science Direct, Web of Science (WoS), and Google Scholar. The articles that met the eligibility criteria were published between 2020-2023. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is the methodology utilised in this review. Metacognitive and cognitive processes were the most frequently utilised methods for improving speaking abilities, followed by compensatory and social approaches, according to the data. Memory and emotive methods, on the other hand, were the least used by pupils. The new study might assist teachers in selecting the best teaching method for future modern classrooms. The applicability of learning strategies for different learning skills may be extensively studied in future studies.

Attitudes toward learning communication skills among Iranian medical students

BackgroundAttitudes determine behavior, and alterations in attitude may result in behavioral changes. Medical students would benefit from learning communication skills. This study aimed to determine the attitude of medical students toward the importance of learning communication skills and the training courses and their role in contributing.MethodsIn this cross-sectional study, 442 medical students from three different levels of medical training were enrolled. Students in the first 4 years of the medical program were classified as basic sciences and physiopathology students, those in the fifth and sixth years were classified as clerkship students, and those in the last three terms of medical training were classified as interns. The attitude among these three groups was assessed by the Communication Skills Attitude Scale (CSAS) questionnaire, and the contributing factors were determined.ResultsThe mean total points for attitude in positive and negative aspects were 50.7 and 30.9, respectively showing a positive attitude toward communication skills among medical students. The median scores of the scales Important in Medical Content, Excuse, Learning, and Overconfidence varied significantly from highest to lowest, respectively. Gender, educational level, ethnic origin, language, family burden, paternal literacy, history of presence in communication skills courses, self-report from communication skills, and need to further learning in this era showed significant association with attitude (P < 0.05).ConclusionsIt may be concluded that generally, medical students have a positive attitude toward communication skills, and this perspective is a multi-factorial entity that programming according to the various related factors would help to attainment of additional communication capabilities among medical students.

Examining the Significance of Intercultural Communicative Competence Development in Trainees during Pre-service Training.

The aim of this study is to discuss the need for improved intercultural communicative competence (ICC) training for pre-service Chinese as a Second Language (CSL) teachers who travel abroad to teach. Previous studies have shown that pre-service CSL teachers often struggle with intercultural communication, and this study investigates the reasons behind their difficulties and suggests ways to address them. The researchers used the Intercultural Sensitivity Scale (ISS) and the Intercultural Effectiveness Scale (IES) to measure the ICC of 217 pre-service CSL teachers. The study found that while pre-service CSL teachers have strong intercultural communicative emotional ability, their behavioral ability in intercultural communication is weak. In particular, they lacked skills in interactive control, interactive relaxation, identity management, information skills, and behavioral flexibility. The study proposes several strategies to improve ICC training for pre-service CSL teachers. One potential approach is the use of Computer Assisted Language Learning to provide teacher-trainee students with opportunities to practice intercultural communication skills in simulated contexts, receive personalized feedback, and engage with authentic materials and cultural information relevant to their host country. CALL could also facilitate communication between pre-service CSL teachers and former CSL teachers, providing a platform for information exchange and additional psychological support. The study also suggests that pre-service training should distinguish between foreign language learning and intercultural communication skills training. Specifically, it recommends that foreign language proficiency should be improved, while training should focus on educational culture and work culture in the host country, rather than providing a general introduction to the national conditions of the country. Finally, the study proposes that pre-service training should establish contact between pre-service CSL teachers and former CSL teachers as early as possible so that trainees can learn specific relevant information in advance, which can help them get ready, avoid intercultural communication mistakes, and obtain additional psychological support. By incorporating CALL and addressing the areas of weakness identified in the study, pre-service CSL teachers can be better prepared to navigate the challenges of intercultural communication and provide effective and culturally sensitive instruction abroad.

Investigation into the effectiveness of using Problem-Based Learning in Teaching Communication Skills in English to Engineering Students

In the trend of innovating university teaching methods in the direction of student-centered learning, the Problem-Based Learning (PBL) method is being studied and applied in higher education institutions in many countries. The article proposes the application of a problem-based teaching approach to teaching English communication skills to engineering students. The study included 45 undergraduate students, 42 males and 3 female, majoring in Engineering and Technology of Fast-tracked program and enrolled in an EFL course at University of Engineering and Technology, Vietnam National University. With a combination of qualitative and quantitative methods, the research has shown the effect of the application of problem-based learning in teaching communication skills in English to engineering students, and shows students' positive attitude towards these activities in their learning. Besides, the research has also found out the main difficulties of students when they implemented group works to solve problems. It came to the conclusion that problem-based learning is an ideal teaching method since it enables engineering students not only to improve significantly their oral and written communication skills but also to apply the content knowledge in their major in the English language course. It is hoped that this study can provide researchers and teachers with useful implication for using English as a medium of instruction in sciences related subjects.&#x0D; &#x0D;

A STUDY TO ASSESS THE ATTITUDE OF MEDICAL STUDENTS TOWARDS LEARNING COMMUNICATION SKILLS IN A TEACHING HOSPITAL IN ANDHRA PRADESH

Objective: Communication plays an essential role in present era of medical and health system where doctor should maintain good interpersonal relationship with patients. Teaching of communication skills to medical students as a part of the curriculum has gained importance in recent past. This study was conducted to assess attitude of medical students towards learning communication skills.&#x0D; Methods: Prior institutional ethical committee approval and prior informed consent obtained from participants. Study conducted among medical students of second and third year MBBS. Students were given a questionnaire (google forms). Questionnaire consisted of 26 items related to positive and negative attitude; 13 items in each subscale. Responses received were entered and analysed in Microsoft excel.&#x0D; Results: Total of 300 students participated, with a response rate of 76%. 132(57.9%) students were second year and 96(42.1%) were third year. 159(69.7%) students were females and 69(30.3%) were males. Reliability of scale was calculated using Cronbach’s Alpha, 0.859 for PAS and 0.704 for NAS; which were good and acceptable values. Better positive attitude scores (52.34±6.03) observed over negative attitude scores (40.07±6.40), implies students having a positive attitude towards learning communication skills. There were no significant differences between scores when compared between males and females and between second and third year MBBS students.&#x0D; Conclusion: Results of study emphasize that introduction of AETCOM learning modules in the medical curriculum has a positive impact on students towards learning communication skills. Doctor-patient inter-relationship, treatment decision-making, etc., are dependent on doctor’s communication skills; which can be improved and strengthened with AETCOM implementation in medical curriculum.

Peer assessment in medical communication skills training in programmatic assessment: A qualitative study examining faculty and student perceptions

Introduction Current literature recommends assessment of communication skills in medical education combining different settings and multiple observers. There is still a gap in understanding about whether and how peers assessment facilitates learning in communication skills training. Methods We designed a qualitative study using focus group interviews and thematic analysis, in a medical course in the Netherlands. We aimed to explore medical students’ and teachers’ experiences, perceptions, and perspectives about challenges and facilitating factors in PACST (Peer assessment in medical communication skills training). Results Most of the participants reported that peer feedback was a valuable experience when learning communication skills. The major challenges for the quality and credibility of PACST reported by the participants are the question whether peer feedback is critical enough for learning and the difficulty of actually engaging students in the assessment process. Conclusion Teachers reviewing students’ peer assessments may improve the quality and their credibility and the reviewed assessments can best be used for learning purposes. We suggest to pay sufficient attention to teachers’ roles in PACST, ensuring a safe and trustworthy environment and additionally helping students to internalize the value of being vulnerable during the evaluation process.

Evaluating clinical communication skills of medical students, assistants, and professors

BackgroundThe skill of communicating with the patient is one of the basic clinical skills and part of the necessary competencies for medical doctors. The present study aimed to evaluate the knowledge, attitude, and performance (KAP) of medical students, assistants, and professors of Shahrekord University of Medical Sciences regarding clinical communication skills with patients.MethodThis cross-sectional study was conducted at the hospitals of Shahrekord University of Medical Sciences in Iran. The study included a total of 289 participants, consisting of 51 professors, 72 assistants, 90 external staff, and 76 interns who work at these hospitals. The participants were selected through a convenience sampling method. The data-gathering tools used included a questionnaire to collect demographic characteristics, a researcher-made questionnaire to assess knowledge, a communication skills attitude questionnaire, and a communication skills survey questionnaire. The data were analyzed using descriptive statistics such as mean, standard deviation, and frequency, as well as statistical tests that included one-way ANOVA and Pearson’s correlation test. The significance level for the study was considered to be 0.05.ResultsThe mean scores of knowledge of professors were higher compared to other groups (P = 0.002). All participating groups had a positive attitude toward learning communication skills. There were statistically significant differences between the mean scores of the communication performance of the study groups (P < 0.001). There was a positive relationship between positive attitude and communication performance, and a significant negative relationship was observed between negative attitude and communication performance.ConclusionThe results indicate the relatively favorable attitude and performance of the groups and their low knowledge. It is suggested that the doctor-patient communication skills courses be included as one of the necessary courses in the medical education curriculum.

An Exploratory Study on the Relationship between Language Learning Attitude, Engagement, and Communication Skills Among Chinese EFL Learners

Language learning stands as a cornerstone in today’s globally interconnected world, particularly for Chinese learners of English as a Foreign Language (EFL). Nevertheless, the process of language acquisition is intricate and influenced by a myriad of factors. The primary objective of this study is to examine the current status of English learning attitudes, engagement, and communication skills among Chinese EFL learners and to explore the interrelationships among these variables. A total of 402 university students majoring in disciplines other than English, situated in central China, participated in this investigation. Three questionnaires—the Attitudes toward English Learning Questionnaire, the English Learning Engagement Questionnaire, and the English Communication Skills Questionnaire—were administered to assess their learning attitudes, engagement, and communication skills using a 4-point Likert scale. Following data collection, descriptive statistics and correlation analysis were conducted using SPSS. The study revealed positive attitudes and high levels of engagement among students in learning English, along with proficient overall communication skills. Additionally, significant differences were observed in students’ responses regarding attitude, engagement, and communication skills when categorized by demographic profiles. Furthermore, a robust correlation was identified among language learning attitude, engagement, and communication skills. Finally, recommendations have been proposed to assist educators in addressing students’ challenges and facilitating improvements in their attitudes, engagement, and communication skills within their respective English classes.

Revolutionizing Language Learning: Exploring the Efficacy of Augmented Reality Technology Through Assemblr Studio

The use of AR in education has garnered attention as an innovative method to enhance engagement and effectiveness of learning. This study focuses on integrating Augmented Reality (AR) into language improve student motivation, it can learning communication skills, and writing proficiency. The research aims to explore and analyze the impact of implementing AR technology using Assemblr Studio in language learning contexts. The research methodology employs a mixed methods approach, with data collected through surveys, language proficiency tests, interviews, and participatory observations. The study involves students at Muhadi Setiabudi University learning with AR-based educational media tailored for language learning. Results show that implementing Augmented Reality (AR) using Assemblr Studio produces innovative learning media, particularly in writing and speaking skills. Three-dimensional (3D) media using AR is found effective in learning, with students responding positively to its use. Furthermore, AR technology can enhance the quality of language learning by providing engaging, interactive, and personalized learning experiences, fostering better understanding and authentic language use in real-world contexts.

THE ROLE OF TEACHING ENGLISH AND THE SIGNIFICANCE OF COMMUNICATION SKILLS TO THE MECHANICAL ENGINEERING STUDENTS

The article supplies us with the data about the necessity and significance of teaching English to Mechanical Engineering students and the role of English and an importance of communication skills. It is true that Engineering is one of the vital fields of study in the world and many research works and studies results are published in English. English is very important for non-native English speakers because it is widely spoken all over the world. Influential English gives a chance people to enjoy their life and work without problems where they are. For Mechanical Engineeringstudents whose mother tongue is not English, mastering English is even more vital, not only for their academic life but also for their future career. So the present article will highlight the significance of English and how English can reduce the employability by learning communication skills. It also assists the people to get a daydream job through communication skills. It also looks at the different ways of learning communication skills through communicative activities.