Oral Skills Research Articles

Willingness to Communicate (WTC) in English: Insights from Pre-service EFL Teachers

Oral language skill among EFL students can be indicated from willingness to communicate in English. This current study aimed to investigate pre-service EFL teachers’ (PST) willingness to communicate (WTC) in English across rural setting. A survey study with 217 EFL students as the participants selected through a convenience sampling was employed. A questionnaire of the willingness was distributed through in-class meeting and online mode. The first result revealed that there is a variety of perceptions on oral skill willingness, self-confidence, and English use frequency. The second result showed that from junior and senior PST, it is noted that seniors mostly overdid juniors in terms of willingness to speak English. Meanwhile, female PST had greater levels of WTC if compared to that of the males. In conclusion, WTC not only emerge to be a valuable aspect in learning oral language skills, but also impact on other English skills indirectly.

Examining linguistic and discourse features in oral text production and their dimensionality

Examining the dimensionality of oral discourse language skills in early childhood is crucial in informing theories of language and literacy development. This study examined the factor structure of linguistic and discourse features in oral text production for second graders. A total of 330 English-speaking second graders ( Mage = 7.33, 53% boys, 55% White) described three pictures in two discourse conditions. Children’s picture descriptions were transcribed verbatim and coded for a total of nine linguistic (e.g. elaborated noun phrase, clausal density) and discourse features (e.g. proper character introduction, perspective taking). Results from confirmatory factor analysis showed that a two-factor structure consisting of linguistic and discourse features factors provided the best fit to the data. Findings suggested that various linguistic and discourse features in oral text production can be best described as having two related but distinct factors.

Supporting project-based learning for students’ oral English skill and engagement with immersive virtual reality

Supporting project-based learning for students’ oral English skill and engagement with immersive virtual reality

The Role of Home Literacy Environment in the Acquisition of Oral Language Skills in the Preschool Years

Parental involvement, home literacy environment, socioeconomic status, and literary resources are some of the factors that positively influence language acquisition. Exposure to materials and activities that support oral language development, such as picture books, alphabet books, stories, songs and shared book reading experiences create a responsive and encouraging home literacy environment. However, there is currently no evidence in Zambia to show how the home literacy environment (HLE) affects the development of oral language in children. Therefore, the overall objective of the study was to examine the extent to which the home literacy environment influenced children’s oral language development. The study further sought to identify the factors within the home environment that supported development of oral language skills. The study used a mixed methods approach because it allowed the researcher to benefit from detailed insights offered by the participants on one hand as well as the generalizable inferential statistics drawn using quantitative data. This was important because it allowed for the triangulation of the data and offered complementary advantage in drawing conclusions. The study used a Familiar Language Test (FLT) and the Peabody Picture Vocabulary Test (PPVT) tests to conduct child assessments while a home structured guide was used to collect socio-economic data and home parent-child practices. The data generated from the study was analysed using the Statistical Package for Social Sciences (SPSS) while qualitative data was analysed thematically. The study comprised 100 preschoolers (50 males and 50 girls) drawn from selected early childhood centres in Lusaka district. The study concluded that activities such as shared book reading, singing, and storytelling were crucial in fostering language development at home. Therefore, it was recommended that parents or caregivers should engage children at home in storytelling, book reading and songs to promote the development of oral language skills in the early years.

Unpacking the relations of transcription and oral language to written composition in kindergarten children

In the present study we examined the contributions of transcription and foundational oral language skills to written composition outcomes in a sample of kindergartners. Two hundred and eighty-two kindergarten students from 49 classrooms participated in this study. Children's writing-related skills were examined using various tasks. Latent structural equation modeling was used to test the hypothesis that transcription moderates the relation between foundational oral language and compositional productivity and quality for kindergarten writers. This hypothesis is one possible manifestation of the Developmental Constraints Hypothesis (DCH). In support of the DCH, transcription had a strong constraining effect on both composition quality and productivity. Additionally, transcription moderated the relation between foundational oral language skills and composition quality, although the moderation was negative. There was no signification moderation of transcription on the foundational oral language -composition productivity relation. Implications of the findings and future directions are discussed including challenges assessing composition in young, beginning writers.

Strategies used in teaching English language oral skills and effects on primary school learner participation in Embu County, Kenya

English language learning is pegged on four core skills namely writing, reading, listening and speaking. Acquisition of language springs from the latter; verbal skills (listening & speaking) and ignite the learning process in totality. Teaching of oral skills is barred by hurdles like ineffective delivery strategies. This study investigates instructional strategies utilized in development of oral skills. Descriptive survey, as a research design, was adopted. The study was grounded on Constructivism Learning Theory. The target population consisted of 37 public primary schools in Embu-West, 37 language panel chairpersons, 67 grade 3 classes and 67 grade 3 teachers of English. The study sample was chosen using stratified and simple random sampling methods. The sample consisted of 10 schools, 10 grade 3 classes, 10 language panel chairpersons and 10 grade 3 teachers. For data collection, teacher questionnaires, language panel chairpersons interview schedule, classroom observation guide and focus group discussion for learners were used. Quantitative data was analyzed descriptively using SPSS version 25.0 and presented in form of tables and percentages whereas qualitative data was analyzed thematically and presented narratively. Results revealed that storytelling, pair work, communication games, group work, role-play and songs among others form the major strategies in the teaching of oral skills. The results led to the conclusion that storytelling, pair work, songs and role-play form the common strategies used in development of oral skills. The study recommends that teachers adopt use of these interactive strategies and motivate learners to practice and develop interest in learning of oral skills among others. These findings may be beneficial to both curriculum developers and implementers for effective teaching and learning.

Адаптированный метод чистки зубов и методика обучения навыкам гигиены полости рта пациентов с нейросенсорной тугоухостью

Адаптированный метод чистки зубов и методика обучения навыкам гигиены полости рта пациентов с нейросенсорной тугоухостью

Innovative Practice of Multimodal Teaching Mode in English Education and Teaching Practice in Colleges and Universities in the New Media Era

Abstract Traditional English teaching methods are increasingly seen as outdated, failing to adequately develop students’ language abilities. This study introduces a multimodal teaching approach, evaluated through the innovative use of the sailfish optimization algorithm to gauge student attitudes towards this educational innovation. Additionally, the study leverages a genetically optimized CARMA algorithm to analyze academic achievement data, identifying optimal strategies for enhancing learning outcomes. Results indicate a significant improvement in students’ oral English skills, with approximately 70% reporting progress and 86 students endorsing the multimodal approach. Post-implementation test scores across five classes showed an impressive range of 85-97, with Classes A and B demonstrating significant score improvements (p-values of 0.021 and 0.014, respectively). The successful application of this novel teaching method in collegiate settings underscores its potential for broader adoption and highlights its relevance for modernizing educational practices across various subjects.

Analysing Students’ Metacognitive Knowledge on Oral Presentation Assessment

Understanding students’ metacognitive knowledge is crucial for developing and validating an effective oral assessment method that accurately measures their proficiency. However, students face challenges particularly in communicative competence, as it often requires internal cognitive processes and strategies, which can be complex and difficult to adapt. Drawing upon this predicament, the present study aims to explore how students demonstrate their metacognitive knowledge through oral presentation assessment and aid in the composition of metacognitive strategies to facilitate effective oral presentation. A total of 85 bachelor’s degree students’ responses were qualitatively analysed by deploying the thematic analysis, whereby word lists and keywords were examined in context. Individually, the students were given metacognitive prompts after they had completed the first assessment, which was an individual in-class presentation. The responses provided an opportunity to explore the features that construct metacognitive strategies for effective presentations. Based on the responses, three features: 1) preparation, 2) self-monitoring, and 3) self-evaluation were identified according to the process of developing and delivering an oral presentation. After that, a framework of metacognitive strategies for effective oral presentations was developed based on the responses that were immersed in metacognitive knowledge responses. The practical oral assessment metacognitive strategies provide insights into how students reflect on their thinking, plan their learning strategies and assess their understanding and oral presentation skills. The infusion of these features into the existing process should also assist in identifying and addressing barriers to students’ language learning and proficiency. Consequently, it can lead to more personalized and effective language teaching approaches, supporting students’ overall cognitive and language development.

Os efeitos do Programa de Intervenção RELATo-BRAZIL em leitores iniciantes: resultados de um estudo piloto

ABSTRACT Purpose: to carry out a pilot study applying the Reading and Language Together - Brazil program (RELATo-Brazil), targeting the development of reading and oral language abilities, aiming to improve phonological awareness skills and vocabulary knowledge in the school context. Methods: 9 children of both genders, aged between 8 and 10, enrolled in the second year of elementary school at a private school in the city of Florianópolis, SC, Brazil, joined in the study. The program was applied within three phases: Phase 1 - pre-intervention, with reading and vocabulary assessment tests; Phase 2 - intervention with sessions of different types, A, B, C and Phase 3 - post-intervention, which consisted of the subjects' reassessment, using the same tests applied in Phase 1. The data were stored in Microsoft Excel spreadsheets and exported for statistical analysis in the IBM SPSS software, the 25th version. The significance level considered was p ≤ 0.05. Results: following 21 intervention sessions, a better performance among the participants was observed when comparing the results of the pre-intervention and post-intervention phases. There is a statistically considerable difference in the percentage distributions of the conceptual vocabulary fields for Furniture and utensils (p=0.028), Places (p=0.009) and Shapes and colors (p=0.047). The reading rate did not show a statistical difference, but the children performed better in reading time and accuracy after the intervention. Conclusion: the data suggest that training in phoneme awareness and oral language and linking them in the context of authentic book reading are effective strategies for improving both reading and oral language skills.

Formation of German oral speech skills among students of language universities based on corpus technologies

Formation of German oral speech skills among students of language universities based on corpus technologies

Comparison of the introduction of consistencies in complementary feeding introduction between preterm and full-term newborns - Cohort from 0 to 12 months.

To compare the introduction of consistencies during the period of complementary feeding of preterm and full-term newborns up to 12 months of life, as well as to evaluate the presence of oral motor dysfunction and its relation to difficulty in introducing food consistencies in these groups. This is an observational, analytical, cohort study, with ambispective data collection, carried out at the Municipal Department of Health of Mafra, state of Santa Catarina, Brazil. The study sample consisted of 87 newborns, 41 full-term and 46 preterm. While data was collected, interviews were held with the mothers/guardians. The anthropometric assessment was carried out by a nutritionist by measuring body weight, length, and head circumference, followed by assessment of oral and functional motor skills by the adapted Clinical Evaluation Protocol of Pediatric Dysphagia (PAD-PED), assessment of breastfeeding and neuropsychomotor development, and assessment of the presence of maternal depression and psychological risk of children with up to 12 months of corrected age. We verified oral motor dysfunction in 15 newborns, in both groups, in the liquid consistency in the first assessment, persisting in two cases in the full-term newborns and in three cases in the preterm infants, in the last assessment for the solid consistency. We observed no difference in the introduction of food consistencies between groups. Breastfeeding was more frequent in newborns in the first assessment and similar in other assessments. Regarding the predictors for oral motor dysfunction, bottle feeding increased the odds by about seven times and invasive oral procedures by about six times.

Machine Learning Based Developmental Capability Prediction: A Diagnosis to the Learning Capacity Disorder for Specially-Abled Children

Specially-abled people are recognized and acknowledged for their issues such as hyperactivity, learning disorder, proprioceptive sensory issues, problems in self-help skills and problems in various motor skills such as Gross Motor Skills (GMS), Fine Motor Skills (FMS) and Oral Motor Skills (OMS), This study sought to identify effective machine-learning-based classification models to predict developmental capability disorders and thereby addressing of the learning disorder issue at opportune time. We have used machine learning classification algorithms Decision Tree, Random Forest, K-nearest neighbors, and Logistic Regression for the developmental capability prediction of individuals. The generalized progress monitoring datasets were carried out by interpreting and visualizing gender, age and disability-specific developmental competence. We have collected dataset from an occupational therapist for the study. The results of the study show that the Random Forest algorithm has a high accuracy of 95% compared to other algorithms that we have implemented.

Modelling individual differences in reading using an optimised MikeNet simulator: the impact of reading instruction.

Reading is vital for acquiring knowledge and studies have demonstrated that phonology-focused interventions generally yield greater improvements than meaning-focused interventions in English among children with reading disabilities. However, the effectiveness of reading instruction can vary among individuals. Among the various factors that impact reading skills like reading exposure and oral language skills, reading instruction is critical in facilitating children's development into skilled readers; it can significantly influence reading strategies, and contribute to individual differences in reading. To investigate this assumption, we developed a computational model of reading with an optimised MikeNet simulator. In keeping with educational practices, the model underwent training with three different instructional methods: phonology-focused training, meaning-focused training, and phonology-meaning balanced training. We used semantic reliance (SR), a measure of the relative reliance on print-to-sound and print-to-meaning mappings under the different training conditions in the model, as an indicator of individual differences in reading. The simulation results demonstrated a direct link between SR levels and the type of reading instruction. Additionally, the SR scores were able to predict model performance in reading-aloud tasks: higher SR scores were correlated with increased phonological errors and reduced phonological activation. These findings are consistent with data from both behavioral and neuroimaging studies and offer insights into the impact of instructional methods on reading behaviors, while revealing individual differences in reading and the importance of integrating OP and OS instruction approaches for beginning readers.

Effectiveness of Oral-Motor Stimulation on Oral Feeding in Premature Infants: A Protocol for Systematic Review and Meta-Analysis of Controlled Randomized Trials.

Premature infants (born before 37 weeks of gestational age) frequently experience feeding difficulties due to underdeveloped oral motor skills and poor chewing, swallowing, and breathing coordination. In order to improve oral feeding efficiency in these infants, Oral-Motor Stimulation (OMS) has been used in various studies. This systematic review study will aim to assess the effectiveness of OMS for oral feeding in preterm infants. The authors will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. They will conduct a search in electronic databases, including PubMed, Scopus, Web of Science, Cochrane Central Register of Controlled Trials in The Cochrane Library (CENTRAL), Medline via PubMed, and Cumulative Index to Nursing and Allied Health Literature (CINAHL) for nursing and related healthcare texts without language restrictions from the first month of 1991 to the fifth month of 2024 to achieve the study objectives. All Randomized Controlled Clinical Trials (RCT) examining the effect of OMS on oral feeding in preterm infants will be included in this study. The primary outcome of this systematic review will be oral feeding, and the secondary outcomes will include duration of hospitalization, weight gain, and feeding efficiency. Two independent reviewers will select and extract data for the study. The Cochrane Risk of Bias Tool (RoB2) will be used to evaluate potential biases in the study. Publication bias will be evaluated using funnel plots, Begg's, and Egger's tests. The degree of heterogeneity among the studies will be assessed using the I2 statistic and the χ2 test. Analyses of subgroups will also be carried out. All meta-analyses will be conducted using Stata V.14. This systematic review protocol for preterm infants will aim to promote evidence-based decision-making and support the development of clinical practice guidelines in preterm feeding.

Comparação da introdução das consistências na introdução da alimentação complementar entre recém-nascidos prematuros e a termo - Coorte de 0 a 12 meses

ABSTRACT Purpose To compare the introduction of consistencies during the period of complementary feeding of preterm and full-term newborns up to 12 months of life, as well as to evaluate the presence of oral motor dysfunction and its relation to difficulty in introducing food consistencies in these groups. Methods This is an observational, analytical, cohort study, with ambispective data collection, carried out at the Municipal Department of Health of Mafra, state of Santa Catarina, Brazil. The study sample consisted of 87 newborns, 41 full-term and 46 preterm. While data was collected, interviews were held with the mothers/guardians. The anthropometric assessment was carried out by a nutritionist by measuring body weight, length, and head circumference, followed by assessment of oral and functional motor skills by the adapted Clinical Evaluation Protocol of Pediatric Dysphagia (PAD-PED), assessment of breastfeeding and neuropsychomotor development, and assessment of the presence of maternal depression and psychological risk of children with up to 12 months of corrected age. Results We verified oral motor dysfunction in 15 newborns, in both groups, in the liquid consistency in the first assessment, persisting in two cases in the full-term newborns and in three cases in the preterm infants, in the last assessment for the solid consistency. Conclusion We observed no difference in the introduction of food consistencies between groups. Breastfeeding was more frequent in newborns in the first assessment and similar in other assessments. Regarding the predictors for oral motor dysfunction, bottle feeding increased the odds by about seven times and invasive oral procedures by about six times.

Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study

This study aims to compare the reading skills of individuals who learned reading through the Phonics Method (PM) and those who learned reading through the Whole Language Method (WLM) in terms of silent and oral reading performance and processes. A causal-comparative design was followed to reveal the causal relationship between the methods of teaching reading and individuals’ silent and oral reading processes and performance. The data were collected from 136 undergraduate students in Türkiye in the 2019-2020 academic year through two reading comprehension tests and prosodic assessment of oral reading skills to evaluate their L1 reading performance, and an eye-tracking system to evaluate their silent and oral reading processes. According to the teaching literacy method, no significant difference was obtained in the participants' silent and oral reading comprehension tests. However, the PM group demonstrated better prosodic reading skills compared to the WLM group. Similarly, their silent and oral reading processes showed a significant difference in favour of the PM group. Therefore, it can be concluded that the readers who learned reading through the PM had a more favorable reader profile, particularly regarding their reading processes. This study provides direct and cogent support to the discussions in the literature on the effectiveness of these teaching reading methods.

Using Debate to Enhance Secondary Stage Students’ Oral Presentation Skills

Using Debate to Enhance Secondary Stage Students’ Oral Presentation Skills

Periodontal disease and emerging point-of-care technologies for its diagnosis.

Periodontal disease (PD), a chronic inflammatory disorder that damages the tooth and its supporting components, is a common global oral health problem. Understanding the intricacies of these disorders, from gingivitis to severe PD, is critical for efficient treatment, diagnosis, and prevention in dental care. Periodontal biosensors and biomarkers are critical in improving oral health diagnostic skills. Clinicians may accomplish early identification, tailored therapy, and efficient tracking of periodontal diseases by using these technologies, ushering in a new age of accurate oral healthcare. Traditional periodontitis diagnostic methods frequently rely on physical probing and visual examinations, necessitating the development of point-of-care (POC) devices. As periodontal disorders necessitate more precise and rapid diagnosis, incorporating novel innovations in biosensors and biomarkers becomes increasingly crucial. These innovations improve our capacity to diagnose, monitor, and adapt periodontal therapies, bringing in the next phase of customized and effective dental healthcare. The review discusses the characteristics and stages of PD, clinical treatment techniques, prominent biomarkers and infection-associated factors that may be employed to determine PD, biomedical sensing, and POC appliances that have been created so far to diagnose stages of PD and its progression profile, as well as predicting future developments in this field.

Gamifying Therapy: A New Approach to Modern Therapeutics

The recent research trend advocates the application of new technological advances in therapy and rehabilitation. Applications of modern technologies are good candidates because they have the potential to prevent many diseases and engage young children in therapeutic interventions. Regardless of previous findings, novel approaches and planned strategic efforts can help several people with disabilities achieve a normal lifestyle by using 2D and 3D games in therapeutic intervention. As we know, the design of biofeedback-based therapeutic games is full of challenges, from data collection to standardization and commercialization. Since this field requires periodic development from Time to Time due to rapidly changing technology and societal demands, this article explains the background of the therapeutic benefits associated with play therapies and their effectiveness in children. This article examines alterations in children’s performance by modifying various aspects of gameplay. Throughout the study, both a blinded physiotherapist and a training physiotherapist were involved. Parameters such as biting, spoon-feeding, chewing, drinking, and swallowing were adjusted and observed. The Functional Feeding Assessment (FFA) and the Bayley Scales of Infant Development (BSID-II) scores were then analyzed and compared between groups based on their respective scoring systems. By comparing the training group and control group for the given parameters, we got p-values of Biting 0.027, Spoon Feeding 0.047, Chewing 0.040, Drinking 0.050, Swallowing 0.060, and t- value Biting 0.092, Spoon Feeding 0.463, Chewing 0.856, Drinking 0.118, Swallowing 0.131. Children’s behavior to play on computers and mobile is transformed into valuable applications for preventing, treating, and training children with oral motor and speech disorders. This gaming therapy benefits children with oral motor skills and CP disability.