Oral Education Research Articles

A Decadal Examination of Community of Inquiry and Blended Learning in EFL/ESL Development: A Systematic Review

The rising trend of blended learning, combining online and traditional classroom learning, shows its efficacy for teaching English as a foreign or second language. Utilizing the community of inquiry framework, it aims to establish effective online learning environments and merge them with blended learning to teach English to non-native speakers. The significance of this research lies in evaluating how this integration affects English teaching as a foreign or second language. The main research question, covering the last decade, investigates this approach’s specific challenges and long-term impacts on language learning. This study uses PRISMA guidelines to analyze Web of Science, Scopus, and Google Scholar data. It includes a manual selection of highly cited studies for a systematic review methodology. Through a theoretical lens, it assesses predictors and outcomes and identifies trends in English as a foreign or second language oral instruction. The findings highlight the dimensions of knowledge, research methodologies, effectiveness, skill enhancement, and obstacles in integrating the community of inquiry with blended learning. Conclusively, the study offers recommendations to improve instructional quality and support the development of students, educators, and stakeholders for the continued growth of this pedagogical integration.

The Implications of Child Language Acquisition for English Oral Instruction

This article endeavors to clarify the five principal hypotheses posited by Krashen, delving into the intricacies of child language acquisition's characteristics and patterns. Through this exploration, the intention is to provide valuable insights that can inform and enhance oral instruction in the domain of English language teaching. Krashen's hypotheses, encompassing the Input Hypothesis, Affective Filter Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, and the Input Hypothesis, serve as a foundational framework for understanding the dynamics of language acquisition. By scrutinizing these hypotheses, this study seeks to unravel the nuanced interplay between language input, affective factors, conscious monitoring, the inherent order of acquiring linguistic elements, and the role of comprehension in the language learning process. In parallel, an examination of child language acquisition becomes pivotal, considering the unique characteristics and patterns exhibited during this developmental phase. Insights into the natural, instinctive processes through which children acquire language can offer valuable pedagogical implications. Understanding how children intuitively grasp language nuances, build their linguistic competence, and navigate the intricate path of acquiring a second language can significantly inform instructional strategies aimed at fostering effective oral communication skills in English language learners. In essence, this article aspires to bridge theoretical constructs with practical applications, providing a comprehensive understanding of Krashen's hypotheses and their implications for optimizing oral instruction in the context of English language teaching.

An implementation case study for the Response to Intervention (RTI) approach for oral language and reading instruction in the early years of primary school

ABSTRACT In this paper, we report the initial stages of Response to Intervention (RTI) implementation in one school that participated in the Getting it Right from the Start (GIRFTS) pilot study. Implementation of an RTI framework for oral language and reading was supported by teacher professional learning and a dedicated Implementation Support Partner (ISP). Participants were interviewed to explore their perceptions of the change process and identify barriers and enablers to implementation. Thematic analysis was used to identify factors that supported the implementation of RTI, including strategic collegial relationships, teacher motivation, and a desire to achieve consistency of assessment and instruction. The ISP was seen as a crucial coaching role for keeping implementation on track, providing feedback and advice, and helping teachers translate professional learning into their school context. This study highlights some key factors that schools and policy-makers should focus on to promote successful early implementation of RTI approaches.

Effect of Oral Care on Endothelial Dysfunction in Patients with Acute Coronary Syndrome.

Periodontitis is a common chronic infection and is associated with cardiovascular disease. This study evaluated whether basic oral care for periodontal disease could improve endothelial function in patients with acute coronary syndrome (ACS).This study enrolled 54 patients with acute coronary syndrome admitted to Kagoshima City Hospital and who had undergone percutaneous coronary intervention. Flow-mediated endothelium-dependent dilatation (FMD) was measured before discharge (initial FMD) and at 8 months after percutaneous coronary intervention (follow-up FMD). The following periodontal characteristics were measured: periodontal pocket depth (PPD, mm), plaque control record (%), and bleeding on probing (%). All patients received basic oral care instructions from dentists. The oral health condition was generally poor in the participants and there were 24 patients (44.4%) who had severe PPD. Despite the intervention of basic oral care, the periodontal characteristics did not improve during the study period; initial FMD and follow-up FMD did not significantly differ (4.38 ± 2.74% versus 4.56 ± 2.51%, P = 0.562). However, the follow-up FMD was significantly lower in patients with severe PPD (≥ 6.0 mm, n = 24) than in patients without severe PPD (≤ 5.0 mm, n = 30) (FMD: 3.58 ± 1.91% versus 5.37 ± 2.67%, P = 0.007). FMD tended to be worse in patients with severe PPD than in patients without severe PPD (ΔFMD: -0.55 ± 2.12 versus 0.81 ± 2.77 %, P = 0.055). In conclusion, during the use of basic oral care, endothelial function improved in patients without severe PPD, while it worsened in patients with severe PPD.

The Lived Experiences of Teachers’ Teaching Oral Communication Through Modular Distance Learning during the Pandemic

During the COVID-19 pandemic, educational systems faced unprecedented challenges, necessitating rapid adaptations to ensure continued learning despite school closures. In response, the Most Essential Learning Competencies (MELCs) were implemented to prioritize key learning areas and objectives. However, the effectiveness of Modular Distance Learning (MDL) in delivering quality education, particularly in Oral Communication, has been questioned. This study examined the lived experiences of English teachers teaching Oral Communication within MDL in the Division of Negros Oriental. Utilizing a phenomenological approach and Colaizzi’s method of data analysis, the study identified four key themes: (a) Pedagogical Challenges of MDL, (b) Teaching Difficulties with MELCs, (c) Parents as Co-Educators, and (d) Administrative Navigation. These findings highlight the need for a comprehensive reevaluation of MELCs to align with diverse learning modalities. Ongoing collaborative efforts among English teachers are essential to addressing systemic educational disparities, particularly in Oral Communication instruction. Additionally, the study underscores the crucial role of parental support in facilitating student learning within MDL, emphasizing the importance of increased student engagement in Oral Communication activities. The findings advocate for improved pedagogical practices and resource allocation to ensure equitable access to quality education, especially in areas critical for holistic student development like Oral Communication.

Implications of Second Language Acquisition Theory for Junior High School English Oral Instruction

Implications of Second Language Acquisition Theory for Junior High School English Oral Instruction

Research on the Application of Gamified Teaching in Primary School English Oral Teaching

This study aims to explore the design and integration of educationally meaningful video games to enhance students’ problem-solving and planning skills in English oral instruction. By amalgamating educational and technological elements, we endeavor to create an engaging and effective learning milieu that stimulates students’ motivation and augments their proficiency in English oral expression. The research employs an experimental methodology, encompassing the design and development of an educational video game prototype, alongside field observations and survey analysis of students. The findings indicate that the use of educationally significant video game prototypes markedly increases students’ interest and engagement in problem-solving and planning, while also achieving substantial improvement in their English oral communication skills.

Yongfeng Chili Sauce in China's Rural Revitalization: Transmission and Development of Food Heritage

This study examines Yongfeng Chili Sauce's vital role in China's rural revitalization, emphasizing its status as a provincial intangible cultural heritage and its significance in preserving and advancing culinary history, particularly in Shuangfeng County. To provide a comprehensive understanding of the social, cultural, and economic implications of Yongfeng Chili Sauce, the study employs qualitative approaches, including ethnographic techniques like in-depth interviews and participant observations. The analysis highlights the traditional ways passed down through observation, practice, and oral instruction, and it provides detailed information about the generational transfer of Yongfeng Chili Sauce producing processes within family units. The difficulty of generational succession in maintaining this culinary expertise is an important discovery, since younger generations frequently choose other job routes or encounter barriers to carrying on the family tradition. This feature draws attention to the fine line that must be drawn between upholding heritage and adjusting to modern lifestyle shifts. The study also looks at how Yongfeng Chili Sauce's traditional production processes help to preserve its authenticity and cultural value while utilizing modern procedures to meet market demands. This modification is essential to the sauce's economic viability and ongoing relevance, especially in light of initiatives to revitalize rural areas.The study emphasizes how Yongfeng Chili Sauce may stimulate community involvement, rural economic growth, and cultural tourism. To guarantee the sauce's sustainability, the study proposes Yongfeng Chili Sauce be recognized nationally as intangible cultural heritage and be incorporated into educational programs and travel experiences. It also suggests creating specific locations to highlight its history and promote cultural tourism, including as industrial parks and museums dedicated to Yongfeng Chili Sauce.The study concludes by highlighting the ways in which culinary traditions aid in rural revival and emphasizes the need of finding a balance between tradition and innovation to assist China's rural development in a sustainable manner.

Fostering Oral Health Education as a Social Investment in Schools

Particularly in the early years of life, oral health education is crucial in determining an individual's general well-being. The need of including comprehensive oral health instruction in the school curriculum is examined in this essay as a wise social investment. The study explores the many advantages of this kind of program, highlighting how it might improve students' oral health conditions as well as their general health results. The abstract demonstrates the beneficial effects of oral health education on preventing dental problems, enhancing general health literacy, and lowering healthcare inequities by reviewing the body of research and successful case studies. Additionally, it talks on the financial benefits of funding preventive dental health initiatives, highlighting the possible long-term cost savings for patients as well as healthcare systems. The essay also discusses the societal ramifications, highlighting the ways that encouraging oral health education in schools can help to end the cycle of disparities in oral health, advance equity, and improve the standard of living. This article concludes by arguing in favor of oral health education be given priority in schools and presenting it as an important social investment that will pay off handsomely inthe long run for the health of communities and people.

Association between Candida albicans and childhood dental caries in Japanese children

IntroductionThe possible association between Candida carriage in children and childhood caries has not been elucidated in the Japanese population. This study aimed to investigate the prevalence, maternal relatedness, and genotypic distribution of Candida albicans in this population. Materials and methodsWe collected dental plaque samples from 55 mother-child pairs in the Caries group and 25 pairs in the caries-free (CF) group to analyze microbial data (carriage and viable counts), focusing on Streptococcus mutans and C. albicans. Clinically isolated 118 Candida strains were further evaluated using arbitrarily primed polymerase chain reaction. ResultsA higher C. albicans carriage rate was observed in the Caries pairs (25.5 % in children, 47.3 % in mothers) than in CF pairs (0 % in children, 24.0 % in mothers). The viable counts of S. mutans were significantly higher in the Caries group than in the CF group (p < 0.05). In addition, S. mutans counts positively correlated with C. albicans counts in the dental plaque of caries-affected children (r = 0.549). Almost all Candida-positive children (92.9 %) were diagnosed with severe early childhood caries, and 79.7 % of Candida isolates from the mother-child pairs were similar at the strain level. C. albicans genotype A was the most predominant (70.6 %) strain, followed by genotype D (17.6 %) in dental plaques from children in the Caries group. ConclusionsThe presence of C. albicans is a risk factor for childhood caries in a Japanese population. Our findings provide new insights into maternal-child oral health instructions based on microbial factors associated with dental caries.

A Comparison of Error Correction Methods Embedded in the Orton-Gillingham Approach to Spelling

The present study examined the effects of two error-correction procedures on the spelling performance of five students who were rising first through third grades. Each participant was diagnosed with a learning disability in reading and spelling. Using an Adapted Alternating Treatments Design, a teacher-led questioning procedure and a student-led visual comparison procedure were implemented in the unbranded Orton-Gillingham instructional model. Teacher- led questioning is the scaffolded model of error-correction described in Orton-Gillingham Simultaneous Oral Spelling instruction. Student-led visual comparison is a method which is well documented in the literature as highly effective for students with learning disabilities. The intervention results across participants showed little difference in students’ spelling accuracy under each condition. Responses to social validity questions indicated that student preference could be a determining factor in selecting which error correction method to implement in the Orton-Gillingham approach to spelling instruction.

Efficacy of perioperative oral care management in the prevention of surgical complications in 503 patients after pancreaticoduodenectomy for resectable malignant tumor: A multicenter retrospective analysis using propensity score matching

BackgroundPancreaticoduodenectomy has been associated with a high mortality rate and significant postoperative morbidity. Recently, perioperative oral care management has been reported to be effective in preventing postoperative pneumonia and surgical site infection. In this study, we examined the effect of perioperative oral care management in reducing complications after pancreaticoduodenectomy, including surgical site infection. MethodsThis retrospective multicenter study included 503 patients who underwent pancreaticoduodenectomy at 8 facilities between January 2014 and December 2016. Among these, 144 received perioperative oral management by dentists and dental hygienists (oral management group), whereas the remaining 359 did not (control group). The oral care management program included oral health instructions, removal of dental calculus, professional mechanical tooth cleaning, removal of tongue coating, denture cleaning, instructions for gargling, and tooth extraction. The participants were matched using propensity scores to reduce background bias. Various factors were examined for correlation with the development of complications. ResultsThe incidence of organ/space surgical site infection was significantly lower in the oral management group than in the control group (8.0% vs 19.6%, P = .005). Multivariable logistic regression analysis revealed that hypertension and lack of perioperative oral management were independent risk factors for organ/space surgical site infection. Lack of perioperative oral management had an odds ratio of 2.847 (95% confidence interval 1.335–6.071, P = .007). ConclusionPerioperative oral care management reduces the occurrence of surgical site infections after pancreaticoduodenectomy and should be recommended as a strategy to prevent infections in addition to antibiotic use.

Implementation of a 3‐Dimensional Embodied Conversational Agent to Support Neurologists in Conducting Cognitive Assessment in Alzheimer Patients

AbstractBackgroundAlzheimer’s disease is a universal medical and public health challenge. A timely identification of this ailment can enhance both the standard of care and the patient’s quality of life. Alzheimer’s diagnosis includes a critical component called cognitive assessment. These examinations have been carried out by neurologists, manually and digitally since the development of clinical neurological tests. But it’s obvious that integrating AI technologies into such assessments has many advantages. This research paper describes the implementation of a 3‐Dimensional Embodied Conversational Agent to support Neurologists in conducting cognitive assessments in Alzheimer patients.MethodTwenty‐two questions are included in the assessment. The assessment checks different mental abilities of patients such as time orientation, place orientation, ability to recall things, concentration skills, language skills, ability to follow written and oral instructions, visual interpretation skills, etc. A score is given for each correct answer. A normal score must be higher than 24. A score of 24 or less is typically seen as abnormal and indicative of possible cognitive impairment further subject to detailed analysis of a neurologist as the result may occasionally be impacted by certain physical impairments, language or speech barriers, education level, or cultural differences.The 3D agent was created using software such as Blender, iclone7, Adobe Photoshop, JavaScript, and MIT App Inventor. Text‐to‐speech synthesis algorithms were used to convert the questions to speech. The answers given by the user will be recognized using Natural Language Processing (NLP) algorithms. Correspondingly, a score will be awarded. TinyDB is used for local storage and CloudDB for web storage.ResultThe 3D agent receives the speech input, analyzes the input, and provides a vocal response. As per the total score, it will suggest suitable recommendations vocally. Also, an assessment report with the AI impression is generated.ConclusionThe implementation of a 3‐D Embodied Conversational Agent to support Neurologists in conducting cognitive assessment is portrayed in this research. Instead of trying to replace clinicians, Artificial Intelligence aims to help them and make their tasks simpler.

A task-based framework for oral language instruction in support of young language learners in French immersion

Abstract In Canada, French immersion (FI) is a popular language program. In addition to needing strong pedagogies for language and content instruction, primary FI teachers need to attend to students’ age, cognitive level, and lack of exposure to the target language. We turned our attention to the potential of task-based instruction to conduct a two-year classroom-based study exploring communicative tasks designed specifically for young language students in FI. The study led to the development of an instructional sequence for task-based instruction for children ages 5–6, grounded in the Gradual Release of Responsibility model and scaffolded instruction. In addition to presenting this pedagogical framework, we discuss identify promising task-based pedagogical principles at play and highlight pathways for classroom application. We also discuss communicative tasks proposed to young students and offer the use of symbolic play as a type of task that shows promise for young learners in second language learning contexts.

Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks

Despite evidence on the interaction between cognitive individual differences (IDs) and task complexity, our knowledge of how affective IDs, such as foreign language enjoyment (FLE), interact with task complexity and other factors is limited. Since tasks and activities were found by Dewaele and MacIntyre (2014) to be most relevant to FLE, and since task complexity might interact with learners’ perceptions of task difficulty, it is important to investigate how task complexity impacts FLE changes. Informed by the complex dynamic systems theory, this study employed a mixed-methods multiple case study design to study patterns and causes of high and low FLE arousals. The participants were four pairs of Taiwanese high-intermediate EFL university students who were engaged in simple or complex storytelling tasks with speech acts of refusals. The speakers’ interactions were triangulated with an individual learner’s rating of FLE on a per-second scale and stimulated recalls. Results revealed idiosyncratic patterns of FLE fluctuations of peer interlocutors and a high degree of overlap in sources of low and high FLE in both groups. Speakers reported high FLE as a result of interesting storylines inherent in task design and created by peers, the use of picture prompts, peer collaboration, and task performance. Performance problems, failure to retrieve appropriate vocabulary, task design, and lack of ideas led to low FLE arousals. The findings suggest that task complexity combined with other task-induced, social, and individual factors to affect the fluctuations of FLE. Implications for task design and oral communication instruction to promote FLE are discussed.

Knowledge, Attitudes, and Practices Towards ECC Prevention in Thai Medical Personnel

This study aimed to identify the knowledge, attitudes, and practices related to the prevention of early childhood caries (ECC) amongst medical personnel in well-baby clinics (WBC). Participants were 152 health care professionals, including public health officers, nurses, and physicians, working in WBC in Chonburi Province, Thailand. Participants completed a 6-part online questionnaire asking about demographic data, knowledge and attitudes related to ECC, ECC prevention practices, collaboration, referral systems, and suggestions for improving collaboration between dental and medical personnel in WBC. Whilst most participants had high levels of knowledge about oral care instructions, tooth brushing frequency, and cariogenic foods and beverages, they knew less about recommendations for timing of the first dental visit, fluoride concentration in toothpaste, and the time for exfoliation of primary teeth. There were significant differences in the proportions of correct answers to questions related to the first dental visit and bottle feeding and in total knowledge scores between physicians and other health care professionals. Most participants demonstrated a positive attitude towards ECC prevention. More than 70% of participants always advise parents on oral hygiene and nutrition related to ECC prevention, but only 29% always refer patients to see dental personnel. Attitudes, collaboration, and referral systems were significantly associated with ECC prevention practices, but not knowledge. This study demonstrates that attitudes, collaboration, and referral systems are key contributors to ECC prevention amongst Thai medical personnel. In addition to training programmes, consistent interprofessional policy and referral systems should be formulated, especially in primary care settings.

The evolution of the method of ‘oral and heart-to-heart teaching’ in contemporary times: Based on the observation of Shandong opera classroom

As the main way of inheriting traditional Chinese art, oral and heart-to-heart teaching (OAHTHT) has survived in all kinds of art inheritance activities. However, the existing literature fails to provide a clear explanation of the applicability and evolution of OAHTHT in contemporary school music classrooms. This article reports on a project of ‘local opera in the classroom’ carried out in primary and secondary schools in six regions of Shandong Province from 2017 to 2020. It attempts to research the presentation and evolution of OAHTHT in contemporary music classrooms through classroom observation and semi-structured interviews with teachers and artists participating in the project. Findings show that the change in OAHTHT is not only reflected in the differences of material media, teaching space and spiritual space, but also in the relationship between ‘oral instruction’ and ‘heart to heart teaching’(Xin Chuan): from the past gradual relationship from skill to mind to parallel relationship of mutual subjects. Meanwhile, under the new OAHTHT inheritance mode, a new form of campus opera performance with children as the principal part is taking shape.

Minimal Pair Bingo: Enhancing English Pronunciation among Japanese ESL Students

The current study examined the effectiveness of integrating minimal pair bingo into oral English instruction for Japanese ESL students at Cebu Doctor's University (CDU) in the academic year 2017-2018. The study examined various sub-problems, encompassing the pretest and post-test performances of both the control and experimental groups and the notable disparities observed between these performances. Furthermore, the study investigated the noteworthy gap in both groups' pretest and posttest performances. The study utilized a quasi-experimental methodology, incorporating rubrics to assess and evaluate the participants' performances. The research consisted of a sample size of fifty (50) students who were registered in English as a Second Language (ESL) courses. The participants were divided into two distinct categories: the control group and the experimental group. The assessment tool utilized for the pretest and posttest evaluations was the minimal pair pronunciation instrument. The findings suggest that many students in both subject groups exhibited moderate performance levels during the pretest. Both groups improved their performance, as indicated by the scores obtained in the post-assessment. A notable disparity is observed in the post-test outcomes between the control and experimental groups. A significant difference is evident in the pretest and posttest performance of the control and experimental groups. The subject that employed rigorous minimal pairs discussions as a pedagogical strategy in their oral English courses enhanced their overall performance. The study's outcomes underscore the potential effectiveness of incorporating minimal pair bingo as a valuable enhancement to oral English instruction for Japanese learners. By leveraging minimal pairs, educators can provide a concise method for explaining distinctions between similar English sounds, enabling learners to focus on specific sound refinements.

Design of oral English teaching model based on multi-modal perception of the Internet of Things and improved conventional neural networks.

Oral English instruction plays a pivotal role in educational endeavors. The emergence of online teaching in response to the epidemic has created an urgent demand for a methodology to evaluate and monitor oral English instruction. In the post-epidemic era, distance learning has become indispensable for educational pursuits. Given the distinct teaching modality and approach of oral English instruction, it is imperative to explore an intelligent scoring technique that can effectively oversee the content of English teaching. With this objective in mind, we have devised a scoring approach for oral English instruction based on multi-modal perception utilizing the Internet of Things (IoT). Initially, a trained convolutional neural network (CNN) model is employed to extract and quantify visual information and audio features from the IoT, reducing them to a fixed dimension. Subsequently, an external attention model is proposed to compute spoken English and image characteristics. Lastly, the content of English instruction is classified and graded based on the quantitative attributes of oral dialogue. Our findings illustrate that our scoring model for oral English instruction surpasses others, achieving the highest rankings and an accuracy of 88.8%, outperforming others by more than 2%.

Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023)

Touchscreen devices have become prominent in a variety of educational contexts due to their use of hands-on and interactive learning styles, and particularly for their direct engagement, rapid orientation, and multi-touch affordances, which textbooks and oral instruction may not always provide. As such, over the past decade, both the number of touchscreen applications for mathematics learning and the body of research examining their efficacy have increased. Yet, there are still few existing systematic reviews of how these touchscreen-based mathematics applications promote K-12 student learning. In response, this paper provides an in-depth examination of extant studies which adopt practices that utilize touchscreen technology for K-12 mathematics teaching and learning. The Web of Science database was searched for research published between 2010 and 2023, and 34 papers were chosen to review the empirical bases of touchscreen-based mathematics learning. These articles were analyzed based on the educational contexts found, touchscreen actions prompted, and the mathematical meanings elicited from these actions. Most significantly, we propose a touchscreen action matrix that characterizes the actions performed on the touchscreen platform and presents the mathematical meanings derived from these action categories. We hope that this review and characterization provide guidance for researchers, designers, and educators in eliciting mathematical knowing with action-based design in touchscreen medium.