Oral Skills Research Articles

Theory-Guided Remote Cooperative Learning-Based Preventive Dental Education as Part of the School Curriculum.

Oral health is fundamental to overall well-being. As teens are at high risk for tooth decay, we require a unique approach to motivate them to maintain oral health. Sixty-four adolescents (10-13 years) were recruited from 2 schools. Oral health education was based on cooperative learning guided by the social determination theory (SDT) principles. Students' oral health knowledge and oral self-care skills were assessed at baseline (before education), 3 weeks, and 6months after the education. Complete data were available for 51 students (follow-up rate 79.7%). There were significant (p < 0.001) changes in the mean (SD) toothbrushing score from 10.1 (±6.3) (baseline) to 26.5 (±6.0) (follow-up 1) and to 28.1 (±5.3) (follow-up 2). The mean (SD) tooth brushing time significantly (p < 0.001) increased from the baseline of 84.0 (±43.5) to the first follow-up to 107.0 (±39.8) and to 102.3 (±33.1) at the second follow-up. The mean (SD) diet knowledge scores significantly (p < 0.001) increased from 8.2 (±2.1) at the baseline to 10.2 (±2.7) at the first follow-up and remained the same at the second follow-up. Social determination theory-guided cooperative learning was efficient in improving student oral health-related knowledge and oral self-care skills, and this improvement was maintained for 6 months after the discontinued education.

Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers.

This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority (BLM) children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM children: (1) the developmental patterns of oral and writing skills across primary school years; (2) the pattern of relationships (direct and mediated) between oral narrative textual competence, spelling skills, and written narrative textual competence with age and socio-economic status (SES) taken under control. In total, 141 primary school children from grades 2 to 5 in Central Italy (44% BLM, 56% monolinguals) aged between 7 and 11 years (M-age = 8.59, SD = 1.13; 41% girls, 59% boys) obtained scores for oral and written narrative textual competence, spelling accuracy in dictation, and written texts. One-way ANOVA and ANOVA with robust method (Welch test) analyses and Bonferroni’s correction showed that BLM children had poorer spelling skills in dictation and written narrative textual competence (i.e., text structure) than their monolingual peers. After preliminary correlation analysis, the results of hierarchical regression showed that the relationship between oral and written narrative textual competence is completely mediated by spelling accuracy in BLM children. These results suggest that adequate performance in written narrative textual competence depends on adequate spelling accuracy in writing stories. The Sobel test verified the power of this mediation. In monolinguals, the strongest predictor of written narrative textual competence is oral narrative textual competence. This relation is stronger in older children whose spelling skills are automatized. The identified pattern of relationships shows a complex network of oral and written processes. The scarce spelling skills characterizing BLM children may explain why spelling skills determine a low written narrative textual level. Scarce spelling skills absorb cognitive resources, hindering high-level cognitive processes that regulate narrative production. In monolinguals, the medium of writing does not impact narrative textual competence. Children’s oral narrative textual competence easily transfers into their written narrative productions. These findings have implications for the assessment and instruction of literacy skills in young BLM children and their monolingual peers.

Mobile-based aural oral skill lessons: The effects on EFL teacher trainees’ oral performance

EFL teacher-educators and teachers are seen as ignorant of teaching aural skills for referring to resource shortages is a common mechanism for their scapegoating. It hinders students’ opportunity to boost oral proficiency in the abundance of their smartphones in the classrooms to learn aural and oral skills. Hence, Moodle 3.0, a learning application, was used to create and deliver aural comprehension lessons by customizing audiovisual texts on social media to practice oral skills. A one-group-only quasi-experimental, Interrupted Time Series Design was employed to investigate the effect of mobile-based aural comprehension lessons on the general and specific oral skills’ performances of the preservice teacher trainees at Arba Minch Teacher Education College in Ethiopia. A total of 25 trainees of the 3-year diploma program were taken comprehensively as samples. To analyze data quantitatively, in addition to descriptive methods, Kruskal-Wallis, and Wilcoxson’s Signed Rank Tests were run to inferentially determine the significance of differences in the effects across the oral sub-skills and on the trainees’ general oral performance, respectively. Thus, the results disclosed that mobile-based aural oral skill lessons had positive significance in the trainees’ general oral performance without significant differences in the effects in performance across the oral sub-skills. Finally, the researchers recommended others to investigate and minimize first language interference and pronunciation problems of EFL learners. The EFL teacher trainees’ learning styles should also be further studied to understand the effect of mobile-based aural-oral skill lessons on their EFL learning/studying habits after the exposure to mobile-based lessons.

Oral feeding skills in premature infants: A concept analysis.

The delay in developing oral feeding skills becomes a problem experienced by premature infants. One of the reasons for the delay may be related to inconsistent definitions of oral feeding skills, which can cause discrepancies in the provision of nursing care. This study aimed to clarify the concept of oral feeding skills in premature infants. The Walker and Avant concept analysis method was used. A literature search was also conducted from five databases: CINAHL, PubMed, ProQuest, EMBASE, and Google Scholar, to find articles between January 2020 and December 2022. The literature search obtained 20 articles on oral feeding skills from various disciplines. Five attributes were developed from the concept analysis, including (1) coordination ability to suck, swallow, and breathe, (2) the ability to regulate oral-motor functions, (3) the ability to regulate sensory functions, (4) the ability to maintain the stability of physiology function, and (5) the ability to regulate feeding behavior. Antecedents to oral feeding skills include immaturity of the nervous system, gestational age, feeding intolerance, increased length of stay and cost of care, increased rehospitalization, stress on parents, and increased morbidity and mortality. Consequences include optimization of growth and development, reduction of length of stay and cost of hospitalization, increased bonding attachment, increased self-efficacy of parents in caring for premature infants, and improvement of the quality of life of premature infants. The concept analysis provides five comprehensive attributes and their antecedents and consequences. However, this concept can be used to provide nursing care to premature infants, assess the criteria for discharge, and optimize nutrition for the growth and development of premature infants.

Designing Freier Vortrag Lectures by 21st Century Skills

This research aims to describe the implementation of the Freier Vortrag course as a course that trains students’ abilities to present certain ideas systematically based on the results of critical thinking. The data obtained is the behavior shown by students during lectures, when presenting their work. The results of data analysis show that (a) students still experience difficulties, especially at the level of using the German language in presenting the results of their studies, and (b) students have not been able to think critically in the form of identifying problems, analyzing and processing data to solve problems, (c) students have not had the freedom to determine presentation topics according to their interests, (d) assessments of students have encouraged the need for the application of metacognitive strategies but are not trained during process takes place. The results of this study are used as the basis for improving and developing teaching materials for Freier Vortrag courses to improve oral language skills as well as critical thinking skills as part of 21st - century skills.

Oral Language and Emergent Literacy Strategies Used by Australian Early Childhood Teachers During Shared Book Reading

AbstractThe use of shared book reading is regarded as valuable to support young children to build their oral language and emergent literacy skills in preschool classrooms. Quantitative and qualitative features of early childhood teachers’ (ECTs’) shared book reading practices are important contributors to quality shared book reading experiences. The aim of this study was to gain in-depth insights about the range and frequency of extratextual oral language and emergent literacy utterances (utterances beyond the story text) used by ECTs during shared book reading with preschoolers as well as their use of paralinguistic and nonverbal features. Video-recordings were made of 32 ECTs engaging in shared book reading with their four-year-old preschool class. ECTs’ extratextual utterances and their paralinguistic and nonverbal features were classified using a validated observational checklist: The “Emergent Literacy and Language Early Childhood Checklist for Teachers” (ELLECCT). Results showed ECTs frequently used responsive statements such as commenting on the story or acknowledging or imitating children’s utterances in book-related talk. ECTs most commonly asked closed questions during shared book reading and regularly used paralinguistic and nonverbal features such as prosody and volume in order to engage children. In contrast, ECTs used only a limited range of dialogic reading prompts and explicit vocabulary strategies and only infrequently expanded children’s utterances. Notably, ECTs rarely used strategies to target children’s print knowledge or phonological awareness. Although extratextual dialogue was used regularly by ECTs during shared book reading, targeted techniques that are known to build oral language and emergent literacy were not consistently demonstrated. These results suggest missed opportunities for preschool children to benefit from shared book reading.

Schulische Zweitsprachvermittlung und Zweitspracherwerb während der Covid-19-Pandemie

Abstract During the first months of the Covid-19 pandemic in 2020, German schools were predominantly closed and students were supposed to be taught at home. This also applied to German as a second language classes (GSL). Considering the fact that second language acquisition crucially depends on a high amount of input in direct interaction and that online learning methods were not common in Germany before the pandemic, we assume that school closures had a high impact on second language teaching and learning. In particular, we hypothesize that the shift from classroom to distance learning has significantly affected a) the teaching methods of second language teachers, b) the language skills covered in these classes and c) the growth of students’ competencies in their second language. To verify these assumptions, we conducted an online survey among GSL teachers. The survey consisted of retrospective questions about the amount of lessons taught and teaching methods as well as students’ language development before, during and after the school closures. Data from 166 GSL teachers who stated that they provided distance teaching for their students during school closures shows that during the school closure a) communicatively oriented methods were used significantly less than before and after, b) the teaching of oral skills was considered significantly less compared to the teaching of written skills, c) teachers predominantly evaluated the development of the students’ competencies in most language skills as unchanged or even reduced.

What Predicts Oral Narrative Competence Among African American Children? Exploring the Role of Linguistic and Cognitive Skills.

Oral narrative, or storytelling, skills may constitute a linguistic strength for African American children, with implications for academic and social well-being. Despite this possibility, few studies have examined individual differences in oral narrative skill among African American children. To address this gap in the literature, this study examined how children's linguistic and cognitive skills predicted their competence in structuring oral stories, both on average and for children with different levels of narrative skill. Fictional oral narratives were elicited from a sample of 144 typically developing African American children, aged 4-8 years, using a wordless picture book as the stimulus. The effects of children's vocabulary, complex syntax, and nonverbal cognitive skills on macrostructural performance were assessed using linear regression to test average effects and simultaneous quantile regression to test effects across different levels of narrative skill. Children's competence in using complex syntax and nonverbal cognition, but not vocabulary, was predictive of narrative production, on average and as a function of narrative skill. Syntactic complexity appeared increasingly more relevant as children's narrative skill increased, whereas nonverbal cognition emerged as the most important for children at the lower to moderate ends of the narrative skill distribution. Both linguistic and cognitive skills help explain individual differences in African American children's macrostructural competence. Promoting children's development of complex syntax and nonverbal reasoning may provide potential mechanisms for supporting oral narrative skill development.

Formation of Conversational Skills among Linguists-translators when teaching Chinese as a foreign Language

The subject of the study is the peculiarities of the development of interpretation skills. The object of the study is the formation of oral conversational skills among linguists-translators when teaching Chinese as a foreign language. The study used methods of deduction and induction, comparative, contextual analysis. The author examines in detail such aspects of the topic as the formation of translation erudition, characteristics and methods of teaching interpretation, identification of effective exercises for translators. It is noted that a professional translator specializing in consecutive translation should be fluent in Chinese and Russian, have high stress resistance. Special attention is paid to the development of short-term memory, working out of oral speech. The main conclusions of the study are the need to pay attention to group and individual speech, practice with native Chinese speakers and use authentic materials to replenish vocabulary, apply an integrated approach for the most effective development of hieroglyphs, form a system of extralinguistic knowledge, exercises that allow you to deeply explore the culture and traditions of the Chinese people. The novelty of the research lies in the study of approaches to the formation of oral conversational skills among linguists-translators, the development of methodological recommendations. The importance of articulation gymnastics, which should precede practical exercises, is substantiated. A special contribution to the study is the identification of the functional principle, the classification of authentic training materials.

Project-based EFL learning at the tertiary level: Research, translation, creativity and interaction

Project-based learning (PBL) involves real-life-based use of investigative, interactive and creative tasks that extend beyond the classroom and culminate in authentic products. PBL can be used as a means to promote tertiary-level EFL learning, yet there is little research on the issue in Turkish higher education contexts. This study develops a PBL model with research, translation, creativity and interaction components for tertiary-level EFL preparatory class students and investigates its perceived effectiveness. The data were collected by questionnaires and interviews and analyzed through statistical and thematic analyses. The findings showed that there were significant differences in the students’ perceived competence in oral presentation skills, speaking fluency, speaking confidence, creativity in writing, creativity in visual or audiovisual output production, and time management before and after the treatment. Besides, thanks to PBL, the students were stated to experience research writing and translation. However, the PBL process was also found to be challenging due to the heavy workload. It is suggested the model be used in all kinds of EFL contexts including tertiary-level classes.

“Let’s Read Together”: A Parent-Focused Intervention on Dialogic Book Reading to Improve Early Language and Literacy Skills in Preschool Children

Many children are at risk for reading difficulties because of inadequate emergent literacy skills. It is widely accepted that development of emergent literacy skills is strictly related to children’s early literacy experiences at home and school. Dialogic reading is an evidence-based intervention to promote the language skills of preschool children. This study examined the feasibility and efficacy of a parent-focused dialogic book reading intervention that aimed to foster the early language and literacy skills of pre-school children. A sample of 40 Italian preschoolers (Mage = 62.9 months, SD = 6.3) and their parents were divided into three groups: treatment group (n = 12); information group (n = 12) and control group (n = 16). The efficacy of the intervention for oral language skills was examined by analyzing the improvements from pre- to post-intervention in children’s oral language outcomes, through ad hoc and standardized tasks; specifically, by measuring proximal and distal abilities. Additionally, we analyzed the intervention effects on parent–child interaction and dialogic behaviors during shared book reading. Results suggest that a relatively brief intervention (6 weeks) using dialogic book reading strategies can lead to sustained improvements in early language and literacy skills in preschoolers (both proximal and distal) and in parent dialogic behaviors during shared book reading.

Logometro®: The psychometric properties of a norm-referenced digital battery for language assessment of Greek-speaking 4-7 years old children.

In educational and clinical settings, few norm-referenced tests have been utilized until now usually focusing on a single or a few language subcomponents, along with very few language rating scales for parents and educators. The need for a comprehensive language assessment tool for preschool and early school years children which could form the basis for valid and reliable screening and diagnostic decisions, led to the development of a new norm-referenced digital tool called Logometro®. The aim of the present study is to describe Logometro® as well as its psychometric characteristics. Logometro® evaluates an array of oral language skills across the different language domains such as phonological awareness, listening comprehension, vocabulary knowledge (receptive and expressive), narrative speech, morphological awareness, pragmatics, as well emergent literacy skills (letter sound knowledge and invented writing) in Greek-speaking 4–7 years old children. More specifically, Logometro® has been designed in order to: (a) map individual language development paths as well as difficulties, (b) provide a descriptive profile of children’s oral language and emergent literacy skills, and (c) assist in the identification of children who are at risk for Developmental Language Disorder (DLD) or Specific Learning Disabilities (SLD). The sample consisted of 926 children aged from 4 to 7 years, which were recruited from diverse geographical provinces and represented a variety of socioeconomic backgrounds in Greece. Eight hundred participants were typically developing children (Nboys = 384 and Ngirls = 416), 126 children (NSLI = 44 and NSLD = 82) represented children with Special Educational Needs, and 126 children were typically developing peers matched for gender and age with the clinical groups. The administration lasted 90 min, depending on the participant’s age and competence. Validity (construct, criterion, convergent, discriminant, and predictive) as well as internal consistency and test–retest reliability were assessed. Results indicated that Logometro® is characterized by good psychometric properties and can constitute a norm-referenced battery of oral language and emergent literacy skills. It could be used to inform the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate individualized intervention if needed.

TEACHING PRACTICES OF ORAL LANGUAGE AND READING SKILLS IN STUDENTS WITH AUTISM SPECTRUM DISORDER

Communication includes a wide range of difficulties for students with Autism Spectrum Disorder (ASD) from acquisition and processing of information and verbal expression to reading and writing. Therefore, these students face challenges in their school life. The purpose of this research is to evaluate and apply teaching practices for the cultivation of oral and reading skills in students with ASD The methodology used was action research in three general secondary schools and lasted 3 years. The research was conducted in Greece by the second teacher of the class who only supported students with special educational needs. Specifically, we conducted three case studies of students with an average age of 15.3 years. Students were diagnosed with ASD. Qualitative data from the action research were collected through observation methodology with informal pedagogical evaluation in checklists of basic skills. Furthermore, the methodology of the intervention with field notes was applied to the form of the teaching interaction. The results showed that students respond to comprehensive differentiated teaching interventions, which include oral speech and reading comprehension activities.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0912/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Ending Literacy Poverty: The Role of Early Childhood Educators and Caregivers in Developing Oral Language

Oral literacy development is the basis for other language skills, lifelong learning, and acquisition of indigenous knowledge. The oral literacy skills of language lay a solid foundation for other skills. This paper aims at exploring the teacher role of oral literacy facilitation in the early grades. The paper is a qualitative type. Thematic explanatory and descriptive approach were used. Population for the study was all primary schools in a deprived district of Volta Region in Ghana. Fifty early grade classrooms were purposively selected in four circuits in the district for data collection. Observation, interview, and focus group discussion were the data collection instruments. It was found that teacher talk time in lesson delivery is high as compared to learner talk time. Low usage of Teaching and Learning Resources (TLRs) in lessons was evident. Inadequate professional capacity of the use of TLRs is a factor that requires attention. It was found that many strategies are available for oral literacy development in the classroom. The paper concludes that, teachers do not purposefully teach oral literacy at the early grade levels. Consequently, learners acquire less vocabulary and comprehension skills. Learners struggle along the levels of education to acquire lexical competency in many fields. The paper suggests a review of the content of the Colleges of Education curriculum to include courses in oral literacy development. It also recommends a purposeful use of the Professional Learning Community of the Standard Based Curriculum to continuously equip teachers with knowledge and skills of classroom practices to develop oral literacy skills. The supervision unit of Ghana Education Service should be resourced to monitor and coach teachers to facilitate oral literacy in early grade classrooms. Parents and caregivers are encouraged to involve children in oral interactive activities at home.

Students' Attitudes towards Virtual Learning in Consecutive Interpreting

This paper sheds light on the students' attitudes about Visual Learning (VL) during online Consecutive Interpreting (CI) courses and to what extent this type of education is important to influence the skills required in performing consecutive interpreting. This type of oral communication demands good skills in order to receive the source message comprehensibly form the speaker and render it accurately and efficiently in the Second Language(SL). CI is initiated when the interpreter receives the Source Message( SM) from the speaker and renders it within a specific period of time into Target Message (TM) to the listener. This paper shows how the VL influences the students' skills required when they interpret consecutively . Forty students from Department of Translation/ College of Arts/ University of Tikrit have been selected as respondents to see if the VL has affected their performance in CI during a distance learning course due to COV-19 pandemic instructions. Ten-items questionnaire has been distributed to the students after studying an online course in CI to see their attitudes towards this course and to what extent their learning influenced by technological apps.

Music as a Medium of Instruction (MMI): A new pedagogical approach to English language teaching for students with and without music training

Recent research shows that musical training improves children’s development of oral and aural skills. This study focuses on developing and testing a methodological framework (Music as a Medium of instruction, MMI) in English language teaching (ELT) by contrasting MMI and gamification methodologies with the participation of 22 Spanish children all born in 2008. The differences in progression between participants with and without previous instrumental training are also discussed. Generalized linear model procedures were used for each outcome variable (listening comprehension and oral production skills) to investigate the effect of independent variables (MMI vs. gamification; students with music training vs. learners without music training). Results revealed that students of the MMI group had significantly higher scores than the gamification group in oral production. Significant improvement was traced in listening comprehension in the MMI group. This study provides promising initial evidence that the MMI approach can be at least as beneficial as gamification-based approaches for young learners in the ELT classroom. However, results need to be established on firmer grounds, for instance by using fully randomized experimental designs and by conducting mediation analyses.

Oral language skills in Brazilian children with obstructive sleep apnea

BackgroundObstructive sleep apnea (OSA) is associated with a negative impact on neurocognitive development in children. Receptive/expressive oral language is a complex process, with limited investigations on the repercussion of OSA. This study aimed to analyze receptive and expressive oral language skills in children with obstructive sleep apnea (OSA). MethodologyThis study included 52 children (27 females, 51.92 %) with a mean age of 7 ± 2 years (age range of 4–11 years), which underwent type 3 polysomnography (PSG). The participants were divided into N-OSA (n = 16) and OSA (n = 36) groups based on the apnea-hypopnea index. The speech-language therapist evaluated hearing and oral language for phonology, expressive semantics, syntax, receptive semantics (Peabody Image Vocabulary Test), pragmatics, and understanding of verbal instructions (Token Test). ResultsOral language assessments showed a difference in the pragmatics subsystem (p = 0.047), with positive correlation between OSA severity and oral language functions such as pragmatics and syntax (desaturation index, p = 0.045). ConclusionObstructive sleep apnea (OSA) had a negative impact on oral language skills, including the syntax and pragmatics subsystems.

Enjoyment and Self-Efficacy in Oral Scientific Communication Are Positively Correlated to Postsecondary Students’ Oral Performance Skills

Scientific oral communication is of major importance in democratic societies, but science students often dread giving oral presentations because of the stress they cause, and more generally, because of their attitude towards science communication. As attitude influences behavior, attitude towards science communication might have an impact on the performance students give during an oral presentation. This study was conducted with French-speaking postsecondary CEGEP (17–19 years old) science students in Montreal, Quebec, Canada. In this mixed-methods study, students’ attitude towards oral communication in science (n = 1295) was measured using a five-component model (perceived relevance, anxiety, enjoyment, self-efficacy (S-E) and context dependency). We then observed, by video, a sample of 26 students and measured their oral performance skills during a presentation on a scientific topic. The results suggest a strong correlation between oral performance in science and two components of attitude: the enjoyment of doing oral presentations and a specific aspect of S-E we called Showmanship S-E. In addition, although most students had a high perception of the relevance of oral communication in science, this did not correlate to their oral performance and most experienced anxiety about their oral communication.

Effectiveness of multistimulation approach on feeding habits of low-birth-weight babies-A randomized control trial.

IntroductionLow- birth- weight neonates face oral feeding difficulties due to hemodynamic instability, immaturity of central nervous systems, and incomplete development of oral functions. Use of several interventions might help in improvement of the feeding ability of neonates. The objective of the study was to evaluate the effect of the multistimulation approach in low-birth-weight babies on the oral feeding performance, oral intake volume, weight gain and transition time from tube to total oral intake.MethodsA Randomized, parallel-group, multiple arm trial study was conducted, and a total of 44 low birth weight babies were randomized into three parallel groups with a 2:1:1 ratio. Babies who are Hemodynamically stable were included in the trial. In two Intervention groups, one received an oral stimulation program, another intervention group received tactile stimulation, and the control group received routine newborn procedures for the same duration of time. Oral feeding performance was determined by Oral Feeding Skills (OFS) on a daily basis for five days after providing ten days of intervention. Neonates were monitored until hospital discharge.ResultsInfants in the stimulation groups had significantly better oral feeding performance than infants in the control group in terms of mean proficiency, transfer rate and overall transfer of feeding volume. There was a substantial increase in mean feeding score, daily weight, oral intake volume, and early transition time in both intervention groups compared to control. There was no significant difference in feeding behaviours between the oromotor and multistimulation groups, but the multistimulation group gained more weight compared to the oromotor group.ConclusionsInfants exposed to the stimulation programme had better feeding skills and a shorter transition period from tube feeding to oral feeding; however, the babies who received multistimulation gained greater weight than babies who received only oromotor stimulation. The study recommends multi stimulation in the form of oromotor, and tactile stimulation can be used as an effective NICU procedure for maintaining an infant's ability to take feeds orally before being discharged from the hospital.

Simulated courtroom trials: a challenging learning activity

In this paper we report a learning experience taught by lecturers in Procedural Law at the Universitat Rovira i Virgili (URV). This innovative experience comprises the simulation of courtroom trials in the field of Procedural Law and is taught to first-year undergraduate Law students taking the Introduction to Procedural Law course. These simulated courtroom trials, which aim to provide students with practical experience, are highly satisfactory in terms of the students’ acquisition of theoretical and practical skills. Implementing this learning experience at the beginning of the degree enables first-year students to quickly become familiar with all aspects of real trials and the practices employed in courts and tribunals. Moreover, the students improve their oral skills by conducting a simulation of oral proceedings and their writing skills by drafting a report on their simulated courtroom trial