Oral Competence Research Articles

The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency

Abstract This study investigated the relationship between foreign language (FL) oral proficiency development and teachers’ pedagogical practices in content and language integrated learning (CLIL). A one-group pretest-posttest design was employed to analyze changes in Japanese university students’ FL proficiency over time, alongside classroom observations and interviews that captured their teachers’ classroom pedagogies in CLIL courses. The results generally indicated that students improved their capacity to achieve communicative goals but failed to exhibit progress in oral linguistic competence. The former outcome was attributed to predominantly meaning-focused instruction, the use of dialogic pedagogy, and ample opportunities to practice FL speaking. In contrast, the absence of explicit language instruction and limited practice of fluency development tasks was perceived to lead to the latter outcome. These findings not only contribute to understanding the effects of CLIL on FL learning, but also shed light on the specific pedagogy-related factors that contribute to FL proficiency development.

Educating long-term care staff on older adult oral health: Maine's oral team-based initiative vital access to education (MOTIVATE) program.

The oral health status of older adults in the United States is a public health crisis and a silent epidemic. Maine's Oral Team-Based Initiative Vital Access to Education (MOTIVATE) Program is an innovative interprofessional oral health program aimed at enhancing oral health education and practice of interprofessional health care teams in nursing homes. Using a blended learning model, a combination of in-person and online learning, this program provides a foundation from which to implement evidenced based oral care in nursing homes. Learning outcomes were assessed via a three-part timed series survey. A set of self-report assessment items measured skills implemented at baseline and post-training. Learning domain scores increased over time from baseline to post-training. Confidence in providing oral healthcare and role clarity in providing oral health care improved over time. Staff identified using new skills in daily oral care and communication across the interprofessional team. The MOTIVATE program is an effective collaborative-based model for developing oral health competencies and promoting evidence-based oral health care in nursing homes.

Effect of Communicative Approaches on the Oral Communication Competence of ALS Learners

Effect of Communicative Approaches on the Oral Communication Competence of ALS Learners

PROSTHODONTIC REHABILITATION OF A MAXILLARY DEFECT USING HOLLOW BULB OBTURATOR: A CASE REPORT

Inverted papilloma arising from the sinonasal mucosa often necessitates a total or partial maxillectomy, creating a significant palatal and alveolar ridge defect. These defects can lead to sequelae like nasal regurgitation, compromised oral and nasal competence, impaired mastication, and deglutition due to lack of bony support, and altered speech due to changes in oral cavity anatomy. Facial aesthetics can also be negatively impacted with the potential for a sunken malar eminence or collapsed midface. While prosthodontic rehabilitation with obturators aims to restore function and aesthetics, conventional designs can be cumbersome due to their weight and bulk. This case report details the utilization of a hollow bulb obturator, addressing the limitations of traditional obturators and potentially improving patient outcomes.

The quality of universal language supporting provision in maintained nursery classrooms in economically disadvantaged areas of England: Identifying strengths and areas for development

Background: Oral language competence provides children with an essential foundation for academic achievement and emotional well-being, yet many children enter school with delayed language and those living in economically disadvantaged areas are at disproportionate risk of experiencing language difficulties. A tiered system, offering high-quality language teaching for all children in early years classrooms, is widely acknowledged as an appropriate means of supporting language learning need. An understanding of the current quality of language supporting practices in English early years settings is essential to inform teaching practice and professional development, but evidence is limited. Methods: This study employed the Communication Supporting Classroom Observation tool in 39 nursery classrooms in economically disadvantaged areas of England to identify strengths of practice and key areas for development. Results: Observations revealed well-equipped physical learning environments and responsive teaching practices, but few structured opportunities for language learning and development. Variation in quality was observed across the nursery session. Conclusions: Findings suggest a need for adaptive professional development programmes supporting the more consistent use of structured language learning opportunities, the enhanced use of interaction promoting strategies and the provision of more complex and contingent language models. Further investigation of language supporting practice at a fine-grained level is desirable.

Reconstruction of Multiple Lip and Facial Defects With Bipaddle and Sensate Radial Forearm Free Flap.

Free flaps and their modifications are used to reconstruct multiple large defects in the lip and face. In this study, we present our results on the reconstruction of these defects using bipaddle and sensate free radial forearm-palmaris longus flaps and subsequent revision surgeries. Patient medical records of 11 patients with a mean age of 63.9 ± 12.8 years were retrospectively reviewed. Functional oral competence, lip cosmetics, lip sensation, and donor forearm scars were evaluated using the drooling rating scale, visual analog scale, Semmes Weinstein Monofilament test, and patient and observer scar assessment scale, respectively. The mean dimensions of distal and proximal skin paddles of bipaddle free radial forearm-palmaris longus flaps were 12.7 ± 9.9 and 20.5 ± 3.8 cm2. Mean lengths of the bridge and proximal pedicles were 4.7 ± 1.6 and 5.5 ± 0.7 cm. All the flaps survived. No drooling was observed in the 2 patients without lower lip defects. The mean drooling scores of the 9 patients with lower lip defects were statistically different (Analysis of Variance, pANOVA < 0.00001) at 3, 6, 9, and 12 months postoperatively. The differences between 3 and 12 months were the most significant (pANOVA < 0.00001, pTUKEY < 0.000001). The lip sensation and drooling scores showed a strong positive correlation (r = 0.8504). All patients were able to speak fluently, drink fluid without leakage, and blow a balloon easily. All patients and observers were satisfied with the lip cosmetics, with no significant difference between satisfaction scores (P = 0.087615).There was a statistically significant difference (P < 0.00001) between mean sensation scores of surrounding healthy lip (2.94 ± 0.27) and free flaps (4.15 ± 0.4). All the donor scars healed uneventfully.

Increase in dental hygienists’ competency and self-directed capacity after capstone-designed class on community dental hygiene

Objectives: This study aimed to verify the effect on students’ competency and self-directed capacity after a capstone-designed teaching method with community dental hygiene class. Methods: The study participants were 34 dental hygiene students taking a 4-year community dental hygiene course at a university located in City C. The research tool consisted of 52 questions on major competency and 20 questions on self-directed capacity. Results: After the capstone design class, overall dental hygienists’ competency increased (p&lt;0.05), and competencies of clinical dental hygiene and community health promotion showed a high increase (p&lt;0.001). As a result of analyzing the increase in dental hygienists’ competency according to self-directed learning ability, the group with low self-directed capacity showed high improvement in clinical dental hygiene competency and community oral health promotion competency. Conclusions: This study confirmed that the capstone-designed community dental hygiene class improved students’ competency and self-directed capacity, and suggests that it is an excellent teaching method for training competencies required for future society.

The Roles of Situation Setting in Oral English Teaching to Junior High School Students

With the continuous implementation of quality education, the importance of oral English teaching in junior high school English teaching is constantly increasing. Oral English is an important part of English learning, reflecting students’ language expression ability. Oral English communicative competence is one of the four basic skills in English learning and an important goal of English teaching. However, the current oral teaching quality is not very satisfactory due to the lack of an effective oral communication environment. In order to effectively improve junior high school students’ oral English level, the author takes junior high school students in grade one of a training institution as the research object and demonstrates the role of situational setting in oral English teaching to junior high school students. To determine the appropriate situation setting, factors, conditions of oral English teaching level, teaching materials, and students’ oral English level are comprehensively considered. The study of the role of situational settings in junior high school oral English teaching is conducive to a comprehensive understanding of the characteristics of situational settings and can enrich the study of junior high school students’ oral English.

Early and Late Complications of Mandibulectomy Free Flap Reconstruction: Does the Selective Use of Soft Tissue Only Flaps Reduce Complications?

This study aims to evaluate the factors most associated with early and late complications following microvascular free tissue transfer (MVFTT) after mandibulectomy. A retrospective review of patients undergoing MVFTT after segmental mandibulectomy from September 2016 to February 2021 was performed across a single academic institution. Surgical variables were collected, including the location of the resultant mandibular defect (anterior vs posterior) and flap type (osseous or non-osseous). The primary outcome variables included postoperative complications (early, <90 days; and late, >90 days) and the patients' functional status (return to oral intake). Descriptive statistics, chi-square test, Fischer's exact test, and 2-sample t tests were used to analyze differences among variables. We analyzed a cohort of 114 consecutive patients with mandibular defects, comprising 57 anterior and 57 posterior defects. Bony free flaps with hardware were used to reconstruct 98% of anterior defects compared to 58% of posterior defects (P < .001). All soft tissue only flaps did not utilize any hardware during the reconstruction. Anterior defects demonstrated more late complications requiring additional surgery (30% vs 9%, P = .04). A secondary analysis of posterior mandibular reconstructions compared soft tissue only flaps and bony free flaps with hardware and showed equivalent rates of early (12% vs 13%, P > .99) and late (9% vs 8%, P > .99) complications requiring additional surgery while demonstrating a similar return to full oral competence (55% vs 46%, P = .52) and recovery of a 100% oral diet (67% vs 54%, P = .53). Osseous free tissue transfer for segmental mandibular defects remains the gold standard in reconstruction. In our patient cohort, anterior mandibular defects are associated with greater late (>90 day) complications requiring additional surgery. Comparable outcomes may be achieved with soft tissue only versus osseous free flap reconstruction of posterior mandibular defects.

Student perceptions of transferable skills development through didactic audio description

Didactic audio description (DAD) refers to the use of active audio description (AD) tasks where students generate the AD text themselves. In foreign language teaching, DAD has been used to improve linguistic and oral competences, integrated and intercultural skills, media literacy, mediation, or accessibility awareness, with positive results. This article explores students’ perceptions about active AD to promote transferable skills development through data gathered from a series of two experiments implemented at the University of Manchester between 2018 and 2020. Specifically, it explores (i) whether participants perceived an improvement in their transferable skills, and (ii) in which specific skills sub-sets they did so. Quantitative data show high perceptions of transferable skills development (especially decision making, summarizing, and communicative skills) even when perceptions of the usefulness of AD to foster linguistic skills were low. Qualitative data show that the skills range where participants perceived improvement was broader than predicted, as responses to open-ended questions mentioned skills not foregrounded in closed questions, such as integrated skills, metalinguistic skills, mediation, and accessibility awareness. This suggests that active DAD tasks could be useful in diverse settings to promote a holistic learning experience where students simultaneously develop linguistic and non-linguistic abilities, and where accessibility and inclusion are at the forefront.

The integration of technological devices for the development of oral interaction competence in secondary schools

The integration of technological devices for the development of oral interaction competence in secondary schools

THE USE OF PODCASTS AND VIDEO CASTS TO IMPROVE STUDENTS’ ORAL SPEECH COMPETENCE

This article explores the effectiveness of utilizing podcasts and videocasts as educational tools to enhance students' oral speech competence. With the widespread availability of digital technologies, educators are increasingly integrating podcasts and videocasts into language learning curricula. This study investigates the impact of these multimedia formats on students' speaking skills, examining their potential benefits and challenges in fostering oral communication proficiency. By synthesizing existing research and providing insights into practical implementation strategies, this article offers valuable guidance for educators seeking to leverage podcasts and videocasts to improve students' oral speech competence.

Functional and esthetic reconstruction of composite lower lip defects with a motor-innervated chimeric facial artery buccinator myomucosal-submental island flap

ObjectiveThis study aimed to assess the functional and esthetic outcomes of a chimeric innervated buccinator myomucosal-submental island flap (BMM-SIF) for large composite lower lip reconstruction. MethodsThis retrospective study included five patients who underwent lower lip tumor resection and BMM-SIF reconstruction at the Hospital of Stomatology, Sun Yat-sen University, between August 2021 and February 2023. Lip function was evaluated using water leakage, cheek puffing tests, and superficial electromyography. Lip appearance was observed using photographs and evaluated through subjective interviews. Donor-site conditions, including facial symmetry and mouth opening, were monitored. ResultsAll the BMM-SIFs survived. Drooling was the main complication observed shortly after surgery. The water leakage test showed complete oral competence for liquid holding in the 7th month; however, moderate air leakage was present in two patients. Electromyography revealed myoelectric signals from the innervated buccinator at the recipient site. Facial expression and food intake were typically managed. The shape and projection of the vermilion were harmonious and satisfactory for each patient. Neither microstomia nor mouth opening limitation was observed, with an average inter-incisor distance of 37.25±4.4 mm. ConclusionChimeric motor-innervated BMM-SIF effectively reconstructed large full-thickness lower-lip defects with satisfactory functional and esthetic outcomes.

The Correlation Between Awareness and Oral Communication Competency in Students of X from Ages 13 to 18

The research aims to frame an individual's awareness of being monitored as potentially exclusive in altering the quality of one's oral communicative speech by controlling other extraneous factors and isolating the aforementioned variable of interest. A mixed, qualitative, and quantitative method study was conducted by quantifying the qualitative data collected during voluntary interviews. A total of 14 subjects were engaged in the quantitative part of this research study, interview. The results showed that the Hawthorne Effect has a positive and negative relationship between awareness and efficacy in ameliorating speech disfluencies. However, it is not necessarily negatively moderated by the magnitude of explicitness of their state of being monitored. As with any dependent measures, variability in speech is one concern as it may obscure potential differences or indicators due to speech disfluencies for other diseases. Because this study validated that the number of speech disfluencies one exhibits are moderately dependent on the state of awareness, such may be a problem depreciating the credibility of diagnosis of speech disfluencies or other relevant ailments. Exploring this field will advance the contemporary understanding of speech disfluencies, the Hawthorne effect, and the nudge theory.

Designing a Data Literacy-Based Speaking Skills Assessment Instrument for High School Students

This study aims to develop a data literacy-based speaking skill assessment instrument for students at the high school level. Currently, speaking skills are one of the 21st century competencies that must be developed. Students of the 21st century have demands to master both written and oral communication competencies. In addition, data literacy skills are one of the new literacies that students must master as a complement to communication skills. This research uses a research and development method with the Plomp model which consists of five phases, namely the initial investigation phase, design phase, realisation phase, test, evaluation, and revision phase, and implementation phase. Data collection techniques were conducted by interview, document analysis, and questionnaire. The participants of this research involved teachers, assessment experts, linguistic experts, and speaking skill experts. The results of expert validation of the developed speaking skills assessment instrument obtained good results with a very feasible category so that the speaking skills assessment instrument product is feasible to be used to assess students' presentation skills in presenting scientific work at the high school level.

Delayed Commissuroplasty Increases Interincisal Distance in Buccogingival Cancer Patients Treated with Free Flap Reconstruction of the Oral Commissure.

Oral cavity cancers requiring excision of the oral commissure and free flap reconstruction often requires commissuroplasty to manage oral incontinence. We aimed to evaluate the implications of primary versus delayed commissuroplasty on drooling, and interincisal distance outcomes in this cohort. A retrospective query of head and neck cancer patients operated by a single surgeon from 2017 to 2020 was performed. Patients were included if they underwent free flap reconstruction of the oral commissure, had an immediate or delayed commissuroplasty, and had 2 years of follow-up data including Thomas-Stonell and Greenberg drooling rating scales and interincisal distance measurements. Thirty-five patients were included in the review. Twelve patients received immediate commissuroplasty and 23 patients had delayed commissuroplasty. Interincisal distance was similar at baseline, although significantly varied between immediate and delayed commissuroplasty groups at 1 month and 2 years postoperative. Drooling scores were significantly elevated in the group treated with delayed commissuroplasty, but eventually normalized after staged surgery and follow-up. Patients treated with adjunct radiation therapy had lower interincisal distance than patients who did not have radiation. Delayed commissuroplasty increased interincisal distance and normalize drooling in patients who required full-thickness excision of the buccal mucosa and oral commissure and free tissue reconstruction. The presented data can help to educate patients on expected postoperative outcomes and likely advocates for a second-stage procedure after completion of adjunct radiotherapy to achieve optimal commissural placement and oral competence.

An evaluation of knowledge and perception of pharmacology in undergraduate oral hygiene students and recent graduates at a single higher institution in Pretoria.

Pharmacology is an increasingly important area of study for oral hygienists,as it provides the scientific basis for safe and effective oral healthcare. However, a lack of fundamental understanding of the discipline among clinical graduates can present significant challenges. Oral hygienists require pharmacological training to meet the requirements of their scope of practice. Pharmacology knowledge assists with the diagnosis and treatment of oral conditionsand forms the foundation for further clinical competency development. The knowledge and perceptions of pharmacology for pharmacy, nursing and medical students have been well documented; however, little information is present for Bachelor of Oral Hygiene (BOH) students. This paper sets out to evaluate BOH students' and recent graduates' knowledge and perceptions of pharmacology at a single higher institution in Pretoria to identify possible gaps and weaknesses. A cross-sectional study design was used to collect data using an online questionnaire. The English-language questionnaire consisted of the self-reported perceptions and knowledge and actual knowledge of pharmacology of undergraduate BOH students and recent graduates. The questionnaire consisted of multiple choice questions, true or false questions and Likert scale questions. Ethics was obtained from the institution's Research Ethics Committee (REC 350/2021). Overall, the participants perceived the pharmacology module positively and understood its importance. Concerns were raised about insufficient time for studying and that assessments were more aligned to gaining factual knowledge than the development of problem-solving skills. Students rated their knowledge between 57.24% and 69.44%, with BOH III students and graduates having a statistically significant greater self-rated knowledge of antivirals, antifungals and common agents used to treat oral conditions in comparison with BOH I and BOH II students. Overall, BOH students and graduates' actual knowledge was between 45.24% and 66.84%. Although not statistically significant, the total self-rated knowledge of BOH III students and recent graduates tended to be higher than their actual knowledge. Knowledge deficits were evident with some pharmacological concepts across the various BOH groups, such as pharmacokinetics, pain, drugs altering dental treatment I: central nervous system drugs, drugs altering dental treatment II: respiratory and endocrine drugs, drugs altering dental treatment III: cardiovascular drugs, drug-drug interactions and common agents used to treat oral conditions. Self-rated knowledge deficiencies were noted by students and recent graduates for certain pharmacological concepts and were supported by the measurement of their actual knowledge. Further investigation into knowledge deficiencies is needed to guide curriculum review to further strengthen oral hygienists' pharmacological competencies and ensure alignment to their scope of practice.

The improvement of oral communicative competence in english through the artificial intelligence

The study "Improvement of Oral Communicative Competence in English through the Artificial Intelligence" focused on exploring how artificial intelligence technology can influence the development of oral communication skills during the teaching and learning process of English as a second language, with the participants of this research being future teachers of the subject. This research aimed to determine the effectiveness of artificial intelligence applications, such as voice assistants and speech recognition systems, in improving students' oral communicative competence. The study examined how these artificial intelligence systems provided instant and personalized feedback, as well as opportunities for continuous oral practice for students. It also explored how artificial intelligence can adapt to the individual needs of students, which was beneficial for those with different skill levels or specific learning needs. The results of this research demonstrated that teaching and learning mediated by artificial intelligence had significant implications, suggesting how artificial intelligence technology can play an integral role in the development of oral communicative competence in English and possibly other languages. Finally, this teaching approach promises to facilitate more effective and accessible learning for a larger number of students, enhancing their oral communication skills in the process.

How to Help English Learners Reduce Speaking Anxiety

With the implementation of NECS, the focus of English teaching has shifted from teacher-centeredness to student-centeredness. Students’ individual factors especially affection are emphasized. Among these, learning anxiety, as one of the most significant affective factors, has great impact on foreign language learning. Since English is seen as a tool for communication, it’s necessary to cultivate students’ oral English and communicative competence. However, it is inevitable that they will feel anxious when confronted with problems in the process of language learning. Thereby, some negative emotions such as tension and fear occur. These debilitative anxieties deemed as one of the most challenging problems in foreign language teaching and learning have adverse impact on their English learning. Therefore, this paper aims to have an in-depth research on the factors causing students’ speaking anxiety. Furthermore, the author hopes to seek for appropriate methods to relieve students’ speaking anxiety to some degree so that their expression ability of oral English and communicative competence can be improved eventually, the implication of this paper will be discussed as well.

Rethinking Communicative Language Teaching in College English Teaching: Strategies and Lesson Plan

Oral English competence is crucial for the learners’ life and potential professional success. Numerous studies on communicative language teaching were conducted; however, there is a dearth of literature on the application of CLT strategies in Chinese vocational colleges. The objective of this study was to identify CLT techniques that can improve the oral English skills of vocational college students in China. Specifically, it sought to answer the following: (1) What CLT strategies can be adapted for improving the oral proficiency of Chinese vocational college students? (2) What activities can be designed integrating adapted CLT strategies to help enhance Chinese vocational college students’ oral proficiency? The study made use of a developmental research design using systematic document analysis as the method. Findings showed that group-oriented CLT strategies like role-play, pair and group work, interviews, information gap activities, etc., and individual-oriented CLT tactics like storytelling, picture description, and opinion-sharing activities can be adapted to improve Chinese vocational college students’ oral proficiency. To help enhance Chinese vocational college students’ oral proficiency, communicative language activities that integrate these identified CLT strategies were designed as instructors’ guide in implementing CLT. Teachers are the primary change agents in educational practice, only by being more aware of what is truly going on in their classrooms can they assist students to achieve their learning goals. In the hands of a well-balanced instructor, CLT can breathe new life and enthusiasm into the classroom and truly make a difference in enhancing student’s oral proficiency.