Oral Communication Skills Research Articles

Taṭwīr Mahārah al-Ittiṣāl al-Syafahi Lada Muta’allimī al-Lugah al-‘Arabiyyah Lugah Ṡāniyah fī Ta’līm al-Qāim ‘ala al-Nawātij

Outcome-based education (OBE) clearly puts the ‘learning outcomes’ that match the needs of profession atmosphere over the ages. Meanwhile, oral communication is one of the language skills that have been of interest to most professional fields out there. The International Islamic University Malaysia has been enduring OBE for years. An educational system is one of the predisposing and exciting elements for developing skills nonetheless language skills to some extent, as it may prepare the learners to practicing and developing language skills among themselves. Hence, the study aims to cover the educational activities useful for the learner in the outcome-based education to develop communication skill. It seeks to find out how useful the activities are to develop the learner's communication skill. The researchers relied on the descriptive survey method in conducting the study. The researchers conducted this study on 234 learners, by using a set of aquestionnaire adopted from past studies to look into learners’ views towards development of oral communication skill among them through certain learning activities while they endured OBE. The study concluded that all these activities benefited the learners in developing the skill in many aspects that were clarified in the study result.

Selection of Candidate for a Project Using WASPAS Method

In this from analysis EDAS method is the most ideal solution Short-distance and negative-best The solution with the longest distance from the solution Determines, but the comparison of these distances Does not consider importance. From the result it is seen that BS4 is got the first rank where as is the BS5 is having the lowest rank. In this look at, the compatibility of the Weighted Total Product Assessment (WASPAS) technique is explored as an effective MCDM tool, while solving 8 manufacturing choice-making issues such as slicing fluid, electroplating device, fraud degree, arc welding approach, and business robot. , Grinding degree, mechanical efficiency of substances and electro-discharge micro-machining technique parameters. This machine has the ability to as it should be rank options in all exam issues taken into consideration. An creation to the WASPAS approach is given inside the ‘WASPAS technique’ segment In the 'Risk Identification and Criteria Weights' phase, threat evaluation and numerical example 'vicinity' chance analysis is finished thru a case examine of a street manufacturing mission in Iran. In the 'Discussion' phase, the cautioned approach is in evaluation with exclusive studies and the findings and the effects of the proposed technique are noted. In this paper, we used the Project WASPAS approach. We take oral communication skills (C1), personality (C2), past experience (C3), self-confidence (C4) and hierarchical structure (C5) the hierarchical shape is the assessment parameter. BS1, BS2, BS3, BS4, BS5 are options. FIGURE 3 Shows that From the BS4 it is seen that BS4 and is got the first Score whereas is the BS5 got is having the lowest Score.

Selection of Candidate for a Project Using WASPAS Method

In this from analysis EDAS method is the most ideal solution Short-distance and negative-best The solution with the longest distance from the solution Determines, but the comparison of these distances Does not consider importance. From the result it is seen that BS4 is got the first rank where as is the BS5 is having the lowest rank. In this look at, the compatibility of the Weighted Total Product Assessment (WASPAS) technique is explored as an effective MCDM tool, while solving 8 manufacturing choice-making issues such as slicing fluid, electroplating device, fraud degree, arc welding approach, and business robot. , Grinding degree, mechanical efficiency of substances and electro-discharge micro-machining technique parameters. This machine has the ability to as it should be rank options in all exam issues taken into consideration. An creation to the WASPAS approach is given inside the ‘WASPAS technique’ segment In the 'Risk Identification and Criteria Weights' phase, threat evaluation and numerical example 'vicinity' chance analysis is finished thru a case examine of a street manufacturing mission in Iran. In the 'Discussion' phase, the cautioned approach is in evaluation with exclusive studies and the findings and the effects of the proposed technique are noted. In this paper, we used the Project WASPAS approach. We take oral communication skills (C1), personality (C2), past experience (C3), self-confidence (C4) and hierarchical structure (C5) the hierarchical shape is the assessment parameter. BS1, BS2, BS3, BS4, BS5 are options. FIGURE 3 Shows that From the BS4 it is seen that BS4 and is got the first Score whereas is the BS5 got is having the lowest Score.

Indonesian Pre-Service English Teachers’ Perceived Challenges in Improving English Oral Communication Skills

The study investigates perceived challenges that pre-service teachers (henceforth refers to PSTs) majoring in an English Education Program of a state university in the Province of Gorontalo, Indonesia, experience in improving their English oral proficiency level. Data from the PSTs were collected mainly using individual semistructured interviews, and then corroborated with the interview results collected from several lecturers who participated voluntarily. Informed by a thematic analysis approach, the study shows that the PSTs reported three main areas of challenges; linguistic proficiency, socio-culture, and English language engagement opportunity. Recommendations seeking to assist PSTs as well as the English Education Program in anticipating such challenges are also addressed.

Indonesian Pre-Service English Teachers’ Perceived Challenges in Improving English Oral Communication Skills

The study investigates perceived challenges that pre-service teachers (henceforth refers to PSTs) majoring in an English Education Program of a state university in the Province of Gorontalo, Indonesia, experience in improving their English oral proficiency level. Data from the PSTs were collected mainly using individual semistructured interviews, and then corroborated with the interview results collected from several lecturers who participated voluntarily. Informed by a thematic analysis approach, the study shows that the PSTs reported three main areas of challenges; linguistic proficiency, socio-culture, and English language engagement opportunity. Recommendations seeking to assist PSTs as well as the English Education Program in anticipating such challenges are also addressed.

Students’ Perceptions on the Use of Radio Drama to Develop Speaking Skills

Speaking confidently with correct oral communication skills in a target language is not an easy task for any second language learners. One of the ways to develop speaking skills is through radio drama activity. The present study examined students’ perceptions of radio drama to develop speaking skills. Besides, the differences between male and female students were also explored. The participants of the study were fifty-five diploma engineering students taking the Integrated Language Skills course. In order to collect the necessary data, a set of questionnaires with two open-ended questions were distributed to the participants through Google Form link to the class WhatsApp groups. Descriptive statistics were conducted to measure the quantitative data and content analysis was used to analyse the qualitative data. The results show that students have positive perceptions regarding the implementation of radio drama activity to develop speaking skills. The students perceived radio drama as fun and effective, improved pronunciation, constructed better sentences, learned new vocabulary, gained confidence, and experienced speaking English with peers. Besides, both genders perceived radio drama developed creativity in speaking skills with female students having a stronger view than their male counterparts. It is suggested teachers consider utilizing radio drama activities in English language lessons.

Asynchronous Peer Review Feedback in an Undergraduate Nursing Course: What Students Can Teach Each Other About Writing.

Because patient care depends on nurses' ability to effectively communicate, nursing students need opportunities to develop written and oral communication skills through low-stakes activities. However, content-intensive classes and clinical schedules are obstacles to explicit writing support. Online asynchronous peer review can be an effective solution. Students participated in an online asynchronous peer review intervention. Students reported their perceptions of the peer review and subsequent revisions. The authors developed a peer review activity, designed to guide students to give online asynchronous feedback. Students evaluated its effectiveness and value through pre- and posttest surveys. Ninety-four percent (n = 68) of participants reported peer review as beneficial to the writing process, with 74% reporting they revised their writing in meaningful ways. Students felt peer feedback was useful, positive, valid, and reliable. Findings suggest that even when delivered asynchronously online, peer review can support nursing students' writing process and scaffold content learning.

Audiovisual Assignments as Service-learning for Social Justice in Latinx Communities

Although digital media projects are not new to Spanish heritage language education, the increased digitization of communication during the Covid-19 pandemic has afforded new digital educational opportunities (Guillén, Sawin, & Avineri, 2020). In Fall 2020, in lieu of a service-learning assignment in which students had to be physically present in a classroom context, I created a new final assignment for my SHL course: in small groups, students collaborated (virtually and/or in-person) to create a Spanish-language audiovisual project, such as a short video, to address an issue of social equity that affects Latinxs in Kansas, and they disseminated their work to a local Spanish-speaking public. The students engaged in the project in different phases throughout the semester: planning and investigation, script writing and revising, production, dissemination, and reflection. The assignment allowed them to develop both written and oral communication skills, gain experience working in teams, and connect their Spanish language development with their career goals and with social justice (Avineri et al., 2018). In Kansas, where many of our Latinx students describe having been instructed not to speak Spanish in school or targeted for their use of Spanish in public, students had the opportunity to challenge previously held perceptions and circulating societal and institutional discourses about what they, as children of immigrants, could do with the Spanish language.

Advancing Minority STEM Students’ Communication and Presentation Skills through Cocurricular Training Activities

The competency and professional growth of the workforce in the architecture, engineering, and construction (AEC) industry is significantly impacted by the individuals’ ability to master oral communication skills as well as articulate opinions amid large audiences. However, science, technology, engineering, and mathematics (STEM) graduates spend approximately 4 years learning technical skills, with little to no time devoted to enhancing oral communication skills. Regrettably, minority STEM students usually face additional interpersonal barriers that require targeted training to foster their leadership and oral communication skills, which in turn reinforce their readiness for the competitive job markets. This research addressed such drawbacks by integrating innovative cocurricular communication skills activities with the aim of advancing minority students’ oral communication and presentation skills. The main objective of the study was to evaluate the growth in students’ oral communication and presentation skills within four construction management courses through the implementation of three cocurricular activities: (1) in-class expert training; (2) virtual reality presentation simulation training; and (3) social media–based communication activity. The research assessed the effectiveness of these activities in three ways. A benchmark survey recorded baseline data of 327 STEM students about their cognitive-communication skill knowledge and self-efficacy in presentation skills. Pre- and postcourse evaluation surveys of 102 of the 327 students highlighted overall skill growth compared with their performance at the beginning of the semester. An exit survey of 87 of the 102 students recorded their feedback about their social learning experiences and the effectiveness of each of the three implemented cocurricular activities. The results of the study indicated that minority STEM students benefited tremendously from the innovative oral communication skill training because the proposed three cocurricular activities promoted interpersonal growth and addressed some of their identified presentation skills deficiencies. The findings of this study contribute to the engineering and construction education bodies of knowledge by emphasizing the effectiveness of cocurricular communication training within formal and informal educational settings, which can help students to thrive in their future careers by developing and reinforcing their oral communication and presentation skills.

THE MOST EFFECTIVE DECISIONS OF LANGUAGE ANXIETY PROBLEM

This article is about language anxiety as a problem, that exist in foreign languages learning. The purpose of the article is to study the most effective approach to overcoming this problem. The object of this analysis are the main methods of teaching oral communication skills. The subjects of this study are different types of English formulaic language as examples. As a result, three main methods, that are effective to overcoming this problem, were found: 1) psychological method, 2) formulaic language method, 3) visual support method. Conclusions: the problem of language anxiety is definitely linguistic, because the formulaic language method can be called the most effective to overcoming this problem. Also, the finding of the research is, that the most useful exercises to overcoming language anxiety are playing exercises, what unite the all three methods. The article can be useful for teachers of foreign languages (for example, English), who wish to get the results in teaching oral communication among students, because all listed abovemethods and exercises can be used effectively in teaching practice.

How to Develop Oral Communication Skill of Junior High School Students: The Experience of a Good EFL Teacher

As Covid-19 pandemic has caused the closure of schools for a long period of time, English teaching and learning process must be conducted online. To know how English teachers conducted online teaching, the present study investigated the experiences of a good EFL teacher in using different kinds of strategies to develop Junior High School students’ oral communication skill. Using a narrative research design, data were collected from semi-structured interview with a Junior High School English teacher using purposeful sampling to provide rich information to answer research question. The results of the thematic analysis showed a big theme that emerged, i.e., strategies to develop the students’ oral communication skill. This big theme is divided into four sub-themes: strategies to develop the students’ dialogue skill, strategies to develop the students’ monologue skill, strategies to develop the students’ fluency, strategies to develop the students’ accuracy. In addition, the results of this research are expected to give meaningful contribution, not only for the other English teachers but also for the other researchers.

The effectiveness of Jigsaw cooperative learning model in developing students’ oral communication skills and cognitive learning outcomes

This study aims to determine the effectiveness of Jigsaw cooperative learning model in developing communication skills and cognitive learning outcomes of students. This research using the one group pretest-posttest design. The sample is the students of class X MIA 1 who were selected through purposive sampling technique. Data on oral communication skills were carried out by self-assessment, peer assessment and observation which were analyzed using a Likert scale. Meanwhile, data on cognitive learning outcomes were obtained through pretest and posttest scores, then analyzed by performing the n-gain score test. The research data shows that students have oral communication skills in the "high" category, which is as much as 77%. The highest verbal communication skills of students are found in the indicator of delivering detailed information with the "very high" category, while the lowest communication skills are found in the indicator of giving questions in the "enough" category. Then for learning outcomes, statistically student learning outcomes showed a significant difference between initial understanding (pretest) and understanding after learning (posttest) indicated by a significant N-gain value of 0.73 with high criteria. Thus, it can be concluded that the Jigsaw cooperative learning model is effective in developing communication skills and cognitive learning outcomes of students.

Using Duolingo to Improve Beninese Secretarial Advanced Learners’ Oral Communication Skills

This paper focuses on examining the use of the Duolingo App as a supplement to the traditional ESP courses in Secretarial Studies, for Advanced ESP learners Classes of Lycée Technique et Professional de Porto Novo (LTP-PN), in the Benin Republic. The Objective is to assess substantial improvement of Learners Oral Communication skills after 3 months of studious use of mobile language learning apps. An experimental mixed-method research design in two stages have been used. During the first stage, quantitative data was collected using questionnaires administered to Ten (10) ESP teachers and Forty (40) randomly selected ESP secretarial studies learners of LTP-PN. Qualitative data was also gathered during classroom observations. In the second stage, the experimentation process involving the Experimental Groups (EG), which received the treatment, that is “the use of Duolingo for 15 Mn”, and the Control Group (CG) were tested. The data was collected and computed using one way ANOVA test in SPSS 26. The result shows a statistical significance between the use of Duolingo and Secretarial Studies ESP learners’ oral proficiency improvement. This paper further suggested that mobile learning apps such as Duolingo should be used as a supplement to the traditional ESP courses. It also pointed out the necessity for ESP teachers to invest in their professional development rather than waiting for the government.

Strategies to Improve Oral Communication Ability through Early Children's Show and Tell Method

Oral communication has an important aspect in early childhood. There are various activities that can be carried out in developing oral communication for early childhood, but sometimes children feel bored and bored in class because teachers teach only focused on magazines which causes the development of oral communication has not developed. The purpose of this study was to develop children's oral communication through the show and tell method at Karana Jaya Kindergarten, Lampung. This research is a descriptive research with a qualitative approach. The research subjects were 19 children aged 5-6 years. Data collection techniques using observation, interviews and documentation. The results showed that in addition to the activities contained in the magazine to develop children's creativity, This show and tell activity is one of the right activities to do in developing children's oral communication. The conclusion of this research is to develop and improve oral communication skills through the show and tell method.

Augmenting English public speaking skill through peer evaluation: a case study in Toastmaster International Club

Having peers to give public speaking feedback is always feasible to measure the learners’ performance. However, learners are unwilling to share their feedback in the evaluation due to hesitance. This research investigates the kind of peer evaluation elements that the Toastmaster evaluator used to evaluate the speakers and how the they interpret the evaluation given by their peers. An in-depth interview was used to analyze about the elements of peer evaluation and the speakers’ feedback towards peer evaluation. Snowballing technique was chosen to select the research subjects. Three research subjects, as the members of Toastmaster International (TMI) in Malang and Surabaya, Indonesia claimed that the elements of evaluation used in TMI increased the ability of public speaking. The assessment aspects were divided into three factors: the script, seen, and spoken. Meanwhile, other crucial evaluation elements in public speaking include the grammatical aspect and proper words instead of filler words. This research found that the TMI speakers felt very satisfied with the implementation of peer evaluation due to its effect on increasing confidence during performing public speaking. It can be implied that peer evaluation element can effectively be used to measure oral communication skills from peer’s point of view in TMI.

Selections from the ABC 2021 Annual Conference, Placing Another Log on ABC’s My Favorite Assignment’s Cool Fire

This article offers readers 13 teaching innovations debuted at the 86th annual meeting of the Association for Business Communication held online. Assignment topics presented here include personal and professional development as well as oral communication and presentation skills. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, internet links, and sample student projects—are downloadable from the Association for Business Communication and DePaul University Center for Sales Leadership websites.

Items for Measuring the Construct of Workplace Oral Communication Skills (WOCS) amongst Civil Engineering Students: Step by Step Using Exploratory Factor Analysis (EFA)

One of the most crucial factors that influence the success of a construction project is communication. However, past studies found that communication failure frequently occurs at civil engineering workplaces. Among communication failures reported were oral communications, such as giving instruction and briefing; skills, which are supposed to be mastered by engineering graduates during their study years. Thus, students need to equip themselves with proper oral communication skills before they enter the industry. As such, this study aimed to develop a valid and reliable survey instrument to measure Workplace Oral Communication Skills (WOCS) by performing a step-by-step instrument validation through exploratory factor analysis (EFA). The questionnaire consisted of nine components, with 39 items of Workplace Oral Communication Skills (WOCS). In the study, the EFA was carried out in three rotations until every item’s factor loading met the minimum requirement of 0.60. Notably, Bartlett’s test of Sphericity was significant (p <0.05), and the Kaiser-Meyer-Olkin test was more than 0.60 in every rotation, which means that the sample size was adequate. Furthermore, all components showed a Cronbach Alpha >0.70, which indicates that the instrument is reliable. The final result of the EFA showed that the WOCS construct only had six components with 25 items. Therefore, this study had managed to validate the instrument. Thus, Confirmatory Factor Analysis (CFA) can proceed in the next study using the validated instrument.

“From Scenic Interpretation to Fluent Speaking: Literary Texts “Linie 1” in the German Classroom”

These article explores the question of how literary texts can be didactizised in foreign language classroom. Based on the hypothesis that the students are still shy and reserved despite the sufficient knowledge of German, the main goal of this research ist an attempt to make the learners speak. Scenic interpretation, whose term originated from the scenic play, was concepted by Scheller (1996) in order to give literature back its meaning when he noticed the students showed a distance to foreign literary texts. This method connected the theater pedagogy with the teaching of German as a foreign language, in which two central orientations can be distinguished, namely process orientation and product orientation. In the field of foreign language acquisition, this method serves to improve oral communication skills and thus a process-oriented orientation is pursued. If one considers scenic interpretation as a methodological approach in German teaching, teaching with the means of theater is part of an action-oriented teaching, in which the students are in the center, because they themselves are active and the teacher gets more the tasks as an organizer of the learning process. The selected corpus of this research ist “Linie 1”, a musical revue by Ludwig (2007), in which Berlin dialect can be often be heard as one of the signs of authentic conversation in the scenes of subway. Not only from hearing, but also from seeing, learners get input from this musical performance, through which it is assumed that it is easier for them to imagine the spaces, the situation, the relationship and the images to interpret the texts. In order to make the students aware of the contrastive considerations, questionnaires are distributed to them, in which a few questions are asked according to the learner´s sensations. Furthermore, these literary texts are didactizised using the Four Strands model developed by Paul Nation (2007). The preliminary result of this research can be said, that after one semester sessions, the students speak more fluently because they are familiarized with the text and therefore they have more self-confidence.

The Effects of Task-Based Instruction Using Online Language Games in a Flipped Learning Environment (TGF) on English Oral Communication Ability of Thai Secondary Students

The purposes of this study were to investigate the effects of task-based instruction using online language games in a flipped learning environment (TGF) in developing the English oral communication ability of Thai secondary students and examine the students’ opinions of the task-based instruction using online language games in a flipped learning environment. The present study employed a mixed-method approach. The two-group pre-test and post-test design was used. The participants were 80 students studying in Mathayomsuksa 3 (grade 9) at a secondary school in Maha Sarakham province in Thailand. Forty students were in the experimental group where the TGF was given as the treatment, and 40 students were in the control group where all instruction was taught only in class. Pre- and post-tests were used to collect the quantitative data. A semi-structured interview was used to collect the qualitative data from the students’ opinions. The findings revealed that the students in the experimental group outperformed those in the control group after the TGF. The different mean score of the experimental group was statistically significantly higher than the control group (p < 0.05), demonstrating that the TGF was effective in improving the students’ English oral communication ability. It appears that combining task-based language instruction, flipped learning, and game-based language learning could help the students improve their oral communication skills in English.

ENCOURAGING STUDENTS TO DO COLLABORATIVE LEARNING IN ESP COURSE TO STRENGTHEN STUDENTS’ ORAL COMMUNICATION SKILL

Collaborative learning is a strategy of teaching and learning by grouping students to work together to solve a problem, complete an assignment, and produce a product. It increases learners’ motivation and promotes a harmonious atmosphere, decreasing classroom anxiety and facilitating interaction discussion and an individual sense of self-centeredness. At the same time, it enlarges students' knowledge and skills. One of the important skills is oral communication. Oral communication is an important skill to learn as it could express ideas and opinions. It uses to discuss knowledge and bridge the communication for ones who do not understand English. Therefore, this study aims to encourage students to do collaborative learning to strengthen their oral communication skills. The researcher used the action research method to see the improvement of the students’ communication skills. The subject was 32 students of the Accounting Department State Polytechnic of Malang. The study resulted that most students showed an improvement in all four language skills, but speaking skills had the greatest improvement.