Oral Communication Strategies Research Articles

Comparative Assessment of the Communication Strategies Used by the Teachers in Oral Communication in Context in a Private Higher Education Institution in Quezon City

The study identified the communication strategies (CS’s) used by the teachers in expressing themselves in English in teaching Oral Communication in Context, compared the assessments of the student-respondents and teacher-respondents, and tested if there were significant relationships among the interplaying variables. It was found out that student-respondents identified asking for clarification as Always used and message abandonment as Rarely used by the teachers. The teacher-respondents identified asking for clarification and asking for repetition as Always used and message abandonment as Rarely used by them. A Mann-Whitney U test examined the significant difference in the assessment of oral communication strategies used by teachers in expressing themselves in English while teaching the identified SHS course when student-respondents are grouped according to gender. The analysis revealed that variables such as paralinguistic devices, literal translation, code switching appeal for help, use of fillers, asking for clarification, and asking for repetition, yielded statistically significant results at .05. Kruskal-Wallis H test was done to examine if there was a significant difference in the scores in terms of oral communication strategies used by teachers in expressing themselves in English when student-respondents are grouped according to academic strand. Few identified variables such as circumlocution, message abandonment, topic avoidance , and asking for clarification, yielded statistically significant results at .05. It is recommended that teachers use only the identified most useful CS’s and avoid those that are useless.

The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension

Emotional Intelligence (EI) is considered a fundamental variable for a person’s adequate psychosocial adjustment. In education, its importance transcends the level of interpersonal relationships, and has been proposed as a variable that somehow influences academic performance, although there is controversy about whether its effect is direct or, rather, an intermediate variable. The present research analyses, from a sample of 327 students (52.6% female and mean age = 14.5), the relationship of EI with respect to the knowledge and management of oral communication and reading meta-comprehension strategies, which should directly affect different educational outcomes. In order to assess both the direct and indirect effects of these variables, a Partial Least Squares Structural Equation Modelling (PLS-SEM) approach has been proposed, due to its versatility and the possibility of jointly analysing reflective and formative measures. The results show that EI indirectly affects reading self-concept and reading comprehension, as it is involved in the management and handling of both effective oral communication and reading meta-comprehension strategies.

Impact of Teaching Oral Communication Strategies to Engineering Students at a South-Western Nigerian University

This study sought to examine the impact of teaching oral communication strategies on a cohort of ESL learners studying at the engineering faculty of a university in Lagos State of Nigeria. A quasi-experimental design was adopted to identify the cause-and-effect relationship between the teaching of oral communication strategies and the participants’ use of those strategies. Hence, an English-speaking task was administered twice to a group of seven undergraduate engineering students who, through snowball sampling, were non-randomly chosen from the engineering faculty at the aforementioned university. In-between the two phases of the speaking task, a four-hour training session on the use of oral communication strategies was conducted. Data were then collected through the participants’ responses to the spoken task and were transcribed and coded according to Tarone’s communication taxonomy. Using an independent sample t-test to analyse the data, the findings revealed a statistically significant increase in the participants’ use of oral communication strategies after the training. This implies that teaching oral communication strategies is impactful in improving the participants’ English-speaking competence. The research is concluded with a recommendation for further studies with large samples for more generalisable findings. This research will inform language education policy makers of the need to heighten second language learners’ and teachers’ awareness of oral communication strategies use via their incorporation in the language curriculum.

Assessing the use of self–regulatory oral communication strategies by Polish learners of Spanish: The feasibility of adapting the OCSI

Language learning strategies (LLS) have evolved from a research construct approached mostly from a functional perspective to one which is investigated in specific contexts of particular skills, subsystems, and types of learners. Moreover, LLS use has been linked to self-regulated learning. From this angle, language learners may be approached as individuals resorting to various ways of enhancing their performance across macro- and micro-skills. Among them, oral communication strategies (OCS) are essential because they directly affect the effectiveness of interaction and, consequently, determine how much the learners themselves may benefit from it in terms of progress. Among inventories developed to assess the use of OCS, the Oral Communication Strategy Inventory (OCSI, Nakatani, 2006) is particularly appealing. First, it was developed on a basis of two consecutive studies, one of which was based on insights from a large sample of learners. Second, its scales were distinguished by means of robust factor analysis. For these reasons, it has been used in studies into foreign language learners’ use of OCS (e.g., Pawlak, 2015, 2018). This notwithstanding, apart from the investigation by Yaman and Kavasoğlu (2013), no studies relying on the OCSI (Nakatani, 2006) discuss its adaptability to local conditions in terms of its fulfilment of goodness criteria for psychometric tests. Attempting to bridge this gap in research, the present paper considers the feasibility of adapting the OCSI to assess OCS use by Polish learners of Spanish in extended curriculum settings. Overall, the results of the study show that after some minor adjustments, the inventory may be used as a reliable and valid instrument.

An Investigation into the Use of Oral Communication Strategies by Senior Kurdish EFL University Students

An Investigation into the Use of Oral Communication Strategies by Senior Kurdish EFL University Students

Interlanguage as An Oral Communication Strategy Used by The First Graders of The English Education Study Program of STKIP PGRI Pacitan

This study describes the communication strategies in English used by first-level students of the English Education Study Program at STKIP PGRI Pacitan which can be seen in their interlanguage production. The research data is in the form of interlanguge which they produce when performing oral communication. Data collection techniques are elicitation and documentation. Data were analyzed qualitatively. The results of the study show that there are three main types of communication strategies used by learners, namely: over-generalization, first language transfer, and simplification. This strategy is intended by students to maintain that communication using English as the target language can continue with the limitations of their language skills. The implication of this research is that mistakes are an inevitable process in the process of learning a foreign language, so it needs to be addressed positively. Appropriate training needs to be provided to learners so that they better understand the differences between the target language and their mother tongue so as to help them develop their interlanguage system.

Exploring the Factors for Successful Oral Presentation and The Source of Fear

Oral presentation requires some level of performance to a crowd of people, unlike reading, writing, or listening. Hence, fear of speaking in a foreign language is a common concern of students, especially when presenting in front of a large audience. Many people who fear public speaking avoid public speaking situations altogether, or struggle in those situations due to lack of confidence and skills. Therefore, learning a foreign language requires the use of communication strategies so that students face less difficulty and become proficient. ?This study aimed to identify the success factors of students in oral presentations and examined the causes of fear among Arabic language students in a Malaysian public university. For that purpose, a set of questionnaires was distributed to students studying three different levels of Arabic as a third language from various faculties at Universiti Teknologi MARA, Shah Alam, Selangor Campus. The questionnaire was systematically designed from Endler (1980) for oral communication strategies with the addition source of fear adapted from Yaman and (Kavasog?lu, 2013). The survey has three sections which are demographic profile, communication strategies, and fear of oral presentation. The study involved 321 students that were selected through purposive sampling. The findings of the study show that oral presentation in Arabic is dominant despite being on a moderate scale of use. Also, students’ nervousness and the capacity of the audience have an influence on their speaking skills in simulations and role-play activities. The study recommends recognizing the anxiety sources and levels of anxiety when preparing ?for and delivering an oral presentation. It clearly represents a step closer to a successful ?presentation among non-native speakers. It also suggests that both lecturers and students ?be more aware of foreign language speaking anxiety. ? Overall, as this study investigates effective communication strategies and its associated factors of fear, it is hoped that the study will provide practical suggestions for teachers and meaningful recommendations for future research.

Speaking Anxiety during MUET-CEFR Aligned Oral Presentations among ESL Learners in Perak

The newly enforced MUET-CEFR aligned format is one of the government’s efforts to upscale Malaysian learners’ English proficiency level to be at par with international standards. However, the learners are reported to have high anxiety levels resulting in poor performance, especially in the speaking component. Hence, this study is conducted to investigate the learner’s anxiety levels, factors causing anxiety, and strategies to overcome speaking anxiety during oral presentations among MUET-CEFR ESL learners in Perak. The survey research design is employed for this study where a total of 130 participants took part by answering a three-section questionnaire on their background information, McCroskey’s Personal Report of Public Speaking Anxiety (PRSPA), and Nakatani’s Oral Communication Strategy Inventory (OCSI). Descriptive statistics are used to analyze the data and an independent sample t-test was conducted to investigate the differences in the learners’ strategy use based on their course types. A follow-up interview session and classroom observation were also conducted for data triangulation. The findings indicated many of the participants possess moderately high and high anxiety levels based on PRPSA scores. Meanwhile, the responses to OCSI implied that message reduction and alteration are the most used strategies to cope with their speaking anxiety during oral presentations. The findings also showed a statistically significant difference between Diploma and Form 6 students in the use of social affective, fluency-oriented, negotiation for meaning while speaking, accuracy-oriented, message reduction and alteration, and non-verbal strategies while speaking. The findings from this study suggest that teachers should scaffold students' oral presentation skills and manage their speaking anxiety for better performance in the MUET-CEFR aligned speaking examination.

A Research about Changes in Oral Productive Communication Strategies in English Mention Teaching Degree Students

This research aims to provide information about changes that may occur on the strategies declared to solve oral production problems by future teachers of English as a foreign language in Primary Education according to Nakatani's Inventory of Oral Communication Strategies (2006). The participants are students of English Teaching, these belong to the University of Granada (UGR), the University of Malaga (UMA) and the María Inmaculada de Antequera (Málaga) Associated Teaching Center (CAMMIA). The data was taken in two stages or moments, at the beginning of the Mention of English and at the end of it. In this research, a descriptive study is carried out for the initial phase, since the number of volunteer participants was greater than in the final sample. For the final sample, the results were statistically analyzed and compared. Only in strategies number 3 and 5 some significant changes take place. There have also been changes in the other types of strategies, although no significant changes have been obtained. It could be concluded that perhaps a specific instruction during the Mention would have contributed to the greater differences between the use of this type of strategies between the moment the Mention began and the moment it ended.

Turkish as a Foreign Language Learners’ Tendency to Use Communication Strategies

The purpose of the current study is to determine Turkish as a foreign language learners’ tendency to use communication strategies. Quantitative and qualitative research models were used together in the study. The survey method was used in the qualitative part and the phenomenological method was used in the quantitative part of the study. The study group of the study is comprised of 77 participants from 13 different nationalities with Turkish language proficiency levels of A2, B2 and C1. Quantitative data were collected by using the “Oral Communication Strategies Inventory” and qualitative data were collected by using a semi-structured interview form. Descriptive analysis was performed on both the quantitative and qualitative data. The results of the study revealed a strong correlation between the level of competence and the tendency to use strategies. Participants with low language proficiency levels tend to use strategies including the behavior of moving away from the verbal boundaries of the target language. On the other hand, those with a high level of language proficiency tend to use strategies that include the effort to stay within the boundaries of the target language. In the qualitative dimension of the study, 10 different communication strategies were determined based on the episodic memories and experiences of the participants. These are strategies mostly used in compensatory functions.

Comparing the use of CSs by high and low proficient Spanish learners´ of English: Storytelling and Interview Tasks

This research suggests a comparison between two tasks to evaluate oral communication strategies (CSs) through storytelling and interview and to compare the use of CSs between high and low proficient students. The results of the storytelling and oral interview are compared to check if CSs vary with the task and what tasks are better for each of the selected CSs. A number of 60 Spanish learners of English participated in this investigation, and a total of 232 protocols were analysed to obtain the results. The main results are that CSs vary to adapt to task demands and that the frequency and type of CSs used by the students are affected by the level of proficiency of the students. This highlights the importance of selecting the appropriate task for the evaluation to be significant and the necessity to adapt the syllabus to include elements that introduce some productive CSs.

Is There a Balance between Causes of Fear and Use of Communication Strategies?

Students' oral presenting skills can be significantly enhanced through the use of communication strategies. Nonetheless, some students struggle to communicate in English due to their lack of proficiency. This is primarily because they lack effective communication techniques. Therefore, the purpose of this study is to identify the communication strategies performed by students during oral presentations and the factors that contribute to their fear of oral presentations. For a more in-depth data analysis, this study utilised a quantitative survey comprising two sections. Respondents to this survey comprised a total of 131 students from a Malaysian public university. The collected results indicate that respondents utilise message reduction, orientation, and non-verbal methods the most, and that they are influenced by a number of internal and external factors that contribute to their dread of oral presentation. It has been demonstrated that the employment of oral communication strategies is beneficial in assisting students to overcome their fear of oral presentation.

Analisis Strategi Komunikasi Mod Lisan Dalam Pengajaran Matematik Tingkatan Satu DLP: Satu Kajian Kes

This case study is on purpose to analyze the oral mode communication strategy in teaching mathematics (SKMLPM) of five form-one (T1) Dual Language Programme (DLP) class mathematics teachers, at national-type secondary schools, Kinta Utara, Ipoh, Perak. SKMLPM consists of noise-extinguisher, voice-controller, voice-equalizer, voice-mixer and voice-recorder. T1-DLP-mathematics teacher faces challenge to implement oral mathematics communication and needs a detailed guide. This study provides a guide for T1-DLP-mathematics teacher to implement oral mathematics communication, and a reflection to Secondary School Standard Curriculum planner about learning and facilitating’s situation in school from communication perspective. Data collection methods were teaching observation, interview, fieldwork’s note and document analysis. Content analysis method was used to analyze the data. The research’s findings indicate that the number of participants who had the SKMLPM’s goal, cognitive domain (five), affective domain (four), and psychomotor domain (none). Affective domain’s level is limited within receiving and giving response. Five participants implemented SKMLPM at component phase. Only two participants implemented half-voiced voice-recorder. Five participants had the common problem, time constraint and teaching aids (ABM) voice-mixing problem. Conclusion, the SKMLPM’s goals of the participants were not holistic. The participants implemented SKMLPM through enhancing the constructing sound and lessening the disturbing sound. Participants faced problem during implementing SKMLPM. The implication of this study is teachers should (i) plan holistic SKMLPM’s goals. (ii) enhance SKMLPM component performance skills. (iii) plan time management and ABM selection. Future study is required to study the effectiveness of SKMLPM, teacher’s understanding about SKMLPM’s goals, the relation between voice-level practice and student’s ability to control voice-level, and teacher’s perspective towards the implementation of half-voiced voice-recorder.

The influences of oral communication strategies on students’ English speaking proficiency

This study aims to examine the spoken communication techniques of non-English major students at University of Economics – Technology for Industries (UNETI) to get a better knowledge of language acquisition techniques, namely oral strategies used in communicative activities. Data were collected through questionnaire adapted from the Oral Communication Strategy Inventory (OCSI) by Nakatani (2005) and analyzed using OCSI. Participants were 50 EFL students from the Faculty of Accounting, UNETI. The results show that students utilized certain communication strategies (CSs) when they encountered oral communication difficulties. It was additionally anticipated that UNETI students would think more deeply about their oral communication abilities. Consequently, teachers will develop more effective methods of teaching them how to communicate successfully with others throughout the process. Moreover, students will acquire additional CSs that they may use more effectively in real-world conversations with native and non-native speakers. Thus, speaking strategy training should not be overlooked throughout students’ learning process.

AN INVESTIGATION OF UNDERGRADUATE STUDENTS' ORAL COMMUNICATION STRATEGY (OCS) IN DEBATE CLASS

Dornyei (1995) classifies communication strategies based on the problem-oriented perspective. In this taxonomy, the oral communication strategies refer to the speakers’ strategies used when encountering some communication problems. This qualitative study was conducted in a descriptive case study to investigate undergraduate students’ oral communication strategy in debate class. The participants of this study were the third semester of undergraduate students who join in a critical speaking class. There were 24 students. The observation was used to obtain the data. The data has been collected from this instrument was analyzed using the steps from Gay et al. (2006) with memoing, describing, and classifying. The result of the study revealed that the students used 11 of 12 types of oral communication strategies. The first is message abandonment with 12 utterances (4.5%). The second is topic avoidance with five utterances (1.81%). The third is circumlocution with one utterance (0.37%). The fourth is an approximation with six utterances (2.25%). The fifth is using all-purpose words with five utterances (1.81%). The sixth is word coinage with five utterances (1.81%). The seventh is using non-linguistic means with 12 utterances (4.5%). The eighth is foreignizing with two utterances (0.75%). The ninth is code-switching, with 27 utterances (10.2%). The tenth is the appeal for help with 35 utterances (13.2%), and the last is the use of fillers applied by students with 157 utterances (58.8%). Meanwhile, the students do not apply the literal translation as a communication strategy when conducting a debate. It implies that the types of oral communication strategies used by the students in this study involve the ability to overwhelm language faults in English.

Balancing The Use of Oral Communication Strategies and Fear for Oral Presentation: The Case for Language Learning

Balancing The Use of Oral Communication Strategies and Fear for Oral Presentation: The Case for Language Learning

A PATH ANALYSIS ON ORAL COMMUNICATION STRATEGIES, SPEAKING ANXIETY AND STRATEGIC COMPETENCE OF STUDENTS

This study determined the significant influence of oral communication strategies and speaking anxiety on the strategic competence of students. The descriptive-correlational research design was utilized in this study. Using stratified random sampling, 300 college students in a State College in Mati City, Davao Oriental,were determined as respondents of the study and were given survey questionnaires. The experts validated the adapted instruments and were used to obtain data from the respondents during the survey. The data were analyzed using the Mean, Pearson r, and Path Analysis. The level of oral communication strategies of the respondents was very high, while the level of speaking anxiety was moderate. On the other hand, the students strategic competence level was high. Furthermore, results showed a significant relationship between oral communication strategies and strategic competence and between speaking anxiety and strategic competence. Moreover, it was found that both oral communication strategies and speaking anxiety significantly predict strategic competence thus, oral communication strategies and speaking anxiety significantly influenced strategic competence.

Research on Oral Communication Strategies of Cultural Variety Shows——Take "China in Classics" as an Example

With the rapid development of domestic TV programs in recent years and the increasing spiritual and cultural needs of the public, cultural variety shows have entered the public's vision and attracted much attention, and the oral communication strategies of such programs have also seen new changes. This article takes the large-scale cultural variety show "China in Ancient Books" launched by CCTV as an example to analyze the new oral communication strategy of cultural variety shows.

The Use of English Oral Communication Strategies of Thai Engineers in Manufacturing Industry

This study aims to investigate the types of communication strategies (CSs) employed by Thai engineers in their interaction with foreign colleagues and clients at the workplace. In addition, the study also explores the types of oral communication strategies that Thai engineers most frequently use in different tasks while communicating in English at the workplace. The findings of the present study revealed the types of communication strategies used to cope with speaking problems that are frequently used by Thai engineers in different tasks. The Oral Communication Strategy Inventory (OCSI) was used to collect quantitative data from 108 Thai engineers working in the manufacturing industry. The findings of this study revealed effective oral communication strategies in relation to different tasks which will help to improve Thai Engineers’ English oral communication skills in the engineering context based on the strategies they lack.

Exploring the oral communication strategies used in online classroom discussion

This study explored the oral communication strategies used by grade 12 students in online classroom discussion. In specific, it dealt with the following research objectives: identifying the types of oral communication strategies used by the students during online classroom discussion and determining the factors that influenced the grade 12 students in using specific types of oral communication strategies. Using content analysis, the recorded discussion in an online classroom, particularly the responses of the students, were transcribed, analyzed, and interpreted. A semi-structured interview was conducted to determine the factors that influenced the students in using the specific type of oral communication strategies. Thus, the triangulation method was used. The findings of this study revealed that 18 out 34 oral communication strategies in Dornyei and Scott (1997)’s taxonomy of oral communication strategies was evidently implemented during online classroom discussion. The lack of linguistic knowledge (vocabulary and structure of English language), and the lack of confidence in using English language during online classroom discussion, combined with the inability to grasp ideas, experiencing speaking anxiety, and other external factors such as having a poor internet connection and the choice of language used by the teacher during online classroom discussion, were the factors that influenced the students in using oral communication strategies during online classroom discussion.