Oral Skills Research Articles

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The Ways of Developing Students’ Oral Speech Skills in English at Senior Classes of Secondary Schools Summary The article deals with the problem of working out effective ways of using speaking skill in FLT. It is obvious that today any language, especially the global language should be taught for communicative purposes. Adequately, teaching all the skills and used methods, should be integrated into the process of developing language learning students’ communicative competence. In the process of investigation great attention was given to the facts taken from the methodological literature. One of the important goal of the article is to detect and find out the role of oral speech. Emphasizing its role in modern English referring to the works of scientists that have been researched in this field, we emphasize the emergence of speaking in methodology. Key words: speech, language, word, communication, motivation

The Knowledge and Readiness of Teachers Regarding The Utilization of Fun-Based Learning in English Oral Skills

The Knowledge and Readiness of Teachers Regarding The Utilization of Fun-Based Learning in English Oral Skills

Bilingual oral language development among dual language immersion students: Use of a Bayesian approach with language learning progressions

AbstractThe dual language development of dual language immersion (DLI) students, although often examined at the domain level (e.g., listening or reading), remains understudied for more specific skills (e.g., word, sentence, or discourse). This study examines the eleven-month progression of oral language skills in a picture description task in two languages (French and English) for early-elementary (Transitional Kindergarten through first grade) DLI students (N = 42). Using Bayesian methods, which estimate parameters using both the data and prior information, we describe French and English growth patterns as measured by learning progressions whose focus is on language features at the word, sentence, and discourse levels. For French oral language, we found evidence of meaningful positive linear growth for all language features, whereas for English oral language, meaningful linear positive growth was only detected for sophistication of topic vocabulary. Overall, coming from a French-speaking household was associated with steeper French oral language trajectories, but coming from an English-only household did not specifically impact English oral language trajectories. In both languages, grade level influenced the trajectories of some—but not all—features. We conclude with theoretical and practical implications, advocating for a language progression approach in instruction and research on bilingualism.

TECHNOLOGY AIDED ACTIVITIES FOR JUNIOR HIGH SCHOOL: ORAL COMMUNICATION SKILLS IN FOCUS

This study aims to explore whether students perceive that the technology aided activities for Junior High School support the development of their oral speaking skills, whether students consider that the out-of-class speaking activities contributed to building their level of confidence with respect to using the target structures and vocabulary in the classroom, and the advantages and/or challenges they perceive in using computer-mediated communicative out-of-class activities to improve their speaking skills during the pandemic. A further aim of this study is to investigate whether the use of technology aided activities out-of-class speaking activities supports the development of students willingness to communicate, measured by using students performance on different online activities. The research was conducted in selected public Junior High School who were chosen among Junior High School students on a voluntary basis. The data for this research were collected via in-depth interview, which was conducted at the middle of the study. Also, the study showed that there was a significant contribution to the students willingness to communicate in the target language as they became more confident as well as more comfortable speaking English. KEY WORDS: Technology, aided, English, activities, junior high school, oral communication, skills, focus

How to Assess Oral Narrative Skills of Children and Adolescents with Intellectual Disabilities: A Systematic Review.

Children and adolescents with intellectual disabilities (ID) often encounter difficulties with narrative skills. Yet, there is a lack of research focusing on how to assess these skills in this population. This study offers an overview of the tools used for assessing oral narrative skills in children and adolescents with ID, addressing key questions about common assessment tools, their characteristics, and reported evidence. A systematic review was conducted of the literature published between 2010 and 2023 in the PsycINFO, ERIC, Education, and Psychology databases. An initial 1176 studies were reviewed by abstract, of which 485 were read in full text, leading to the selection and analysis of 22 studies. Most of the identified tools involve analyzing language samples obtained using wordless picture story books. Three common tools are emphasized. Studies have primarily identified inter-rater reliability and test-criterion evidence for validity. The main tools and their characteristics are discussed in depth to aid readers in discerning suitable options for research or practical applications. The importance of reporting diverse sources of evidence for validity and reliability within this population is highlighted.

Development of interprofessional education programmes in nursing care and oral healthcare for dental and nursing students

BackgroundInterprofessional education (IPE) is essential for healthcare students to collaborate effectively in multidisciplinary teams. This study aimed to identify the effect of IPE programmes in nursing care and oral healthcare on dental and nursing students’ perceptions of interprofessional collaboration.MethodsThe study included 101 third-year dental and 98 fourth-year nursing students. The participants were divided into mixed-professional groups of four (2 dental and 2 nursing students). They participated in nursing care and oral healthcare training programmes that included student-on-student training and discussion groups. Questionnaires regarding perceptions of interprofessional collaboration were distributed to the participants before and after the programmes to compare the programmes before and after and between the dental and nursing students. The Wilcoxon signed-rank test and chi-square test were used to compare the data.ResultsData from 79 dental students (42 males and 37 females) and 89 nursing students (4 males and 85 females) who completed both questionnaires were used for the comparisons. Perceptions of the differences between the approaches of different health professionals to nursing care, the roles of other professionals, and the need for multiprofessional collaboration improved significantly among both dental and nursing students after the programmes. Although the perception of their ability to communicate with unfamiliar or new people improved significantly only among the nursing students, other perceptions of their ability to communicate did not improve for either group. More dental students than nursing students chose nursing trainings as good programmes to participate in with other professional students, while more nursing students than dental students chose oral care trainings as good programmes. Many students commented that they learned about nursing and oral healthcare skills as well as the importance of teamwork and communication with other professionals. Seven students commented that they were more motivated to become dentists and nurses.ConclusionsThis study showed that IPE programmes for nursing care and oral healthcare might be effective at helping students understand other professionals and promoting multiprofessional collaboration. However, further studies are needed to develop IPE programmes to improve attitudes and abilities related to interprofessional communication skills.

Comparison of Oral Diadochokinesis in Two- and Three-Syllable Structures Consisting of Consonants and Vowel /a/ with Two- and Three-Syllable Structures Consisting of Consonants and Vowel /u/ in 7-9-Year-Old Children of Kermanshah, Iran

Background and Objective: Diadochokinesis tasks, as a traditional component of speech-motor assessment, are an indicator of the evaluation of oral motor skills. This study aimed to help determine a criterion for the evaluation of the speed of consecutive movements by determination of diadochokinesis in normal children aged 7 to 9 years. Moreover, by creating syllabic assignments, consisting of closed and open vowels, it was possible to compare the speed of production in reciprocal movement conditions. Materials and Methods: The current descriptive-analytical study used a cross-sectional design. It was conducted on 210 primary school students in three age groups of 7, 8, and 9 years old in Kermanshah City, Iran, who were randomly selected. Students had to repeat two-syllable structures 15 times and three-syllable structures 10 times. The structures consisted of consonants and vowels/a/ and /u/ to determine their durations. Results: The production speed of the two-syllable structures /pata/ and /paka/ was significantly higher, compared to that of /putu/ and /puku/, respectively (P=0.002). However, in the two-syllable structures /taka/ and /tuku/ (P=0.09) and trisyllable structures /pataka/ and /putuku/ (P=0.11), the difference of the mean diadocokinesis was not significant. Therefore, the vowel /a/ increased the ability of diadochokinesis in some syllabic combinations but had no effect on some other combinations. Conclusion: With the increase of age, the ability to produce two- and three-syllable structures quickly and accurately increases. Usage of the vowel /a/, compared to the vowel /u/ in some syllabic combinations increased the speed of diadochokinesis but had no effect in some syllabic combinations

Asynchronous vs Synchronous: Effects of Online Learning on Students' Oral Presentation Skills

Asynchronous vs Synchronous: Effects of Online Learning on Students' Oral Presentation Skills

Effects of age-based stereotype threat on time-based prospective memory.

The present study aimed to investigate the effect of a blatant activation of age-based stereotype threats (ABST) on time-based prospective memory (TBPM) in older adults. A sample of 74 adults from Hong Kong was randomly assigned to one of the two experimental conditions: the stereotyped condition (n = 36) or the neutral condition (n = 38). Participants were asked to read fictitious news reports related to dementia (stereotyped condition) or the importance of English oral skills (neutral condition). After, all participants performed a TBPM task using the Chinese lexical decision task as an ongoing task block. The results indicate a main effect of ABST on TBPM accuracy. Specifically, older adults under a blatant activation of ABST demonstrated lower TBPM accuracy (p < 0.05, ηp2 = 0.08). Further analyses based on age groups demonstrated that TBPM accuracy was only impaired in older participants (aged 70-80 years) (p < 0.05, ηp2 = 0.19). The study, for the first time, provides evidence that ABST can disrupt TBPM performance in older adults, especially when cues are blatantly activated.

Building oral skill

Dr Ioanna Bakopoulou discusses the Supporting Spoken Language in the Classroom Programme, which aims to help practitioners develop strong language provision

A Qualitative Study of Preschool Children's Perspectives on an Oral Health Promotion Program in New South Wales, Australia.

In Australia, dental caries are observed in almost half of children starting school. Oral health promotion programs are being implemented in early childhood education and care (ECEC) settings to promote oral health. This study examined children's perceptions of one such program, the Bright Smiles Bright Futures (BSBF) program in ECEC settings in New South Wales, Australia. Data were collected using focus group discussions from 15 children aged 3-5 years, transcribed verbatim, and analysed through inductive thematic analysis. Three themes were identified as follows: (i) oral health knowledge of children, (ii) oral hygiene practices routine and skills development, and (iii) evaluation of the oral health promotion kit and opportunities for improvement. Children's perspectives highlight the BSBF program's success in communicating key messages to promote oral health. The integration of family-centric approaches, acknowledgement of children's preferences, and the use of interactive tools collectively enhance the overall effectiveness of the oral health promotion program.

The effect of storytelling on the development of language and social skills in French as a foreign language classrooms

Youth literature allows for the exploration of linguistic and cultural elements, guiding learners to develop their oral interaction skills and critical thinking in the face of sensitive topics such as coexistence, differences, tolerance, xenophobia, and racism. The UNESCO (2010) considers the learning of living together as a fundamental educational mission. Starting from the premise that these values can be embraced by educational systems, this paper examines the effect of storytelling on the development of language and social skills among French as a foreign language learners. The researchers focus on middle school students who are learning French as a foreign language, aiming to address the following question: To what extent does storytelling facilitate the advancement of language acquisition as well as socialization and coexistence skills among the target group? Approaching this, the French textbook designed for middle school students in Algeria is examined, revealing the motives behind the various selections found in the book in order to support our argument. A total of 23 students were given a pre-test to evaluate their level of socialization. After completing three storytelling sessions, a post-test was conducted to assess student's level of socialization. The findings indicate that examining narratives that focus on various social and civic principles is crucial since they affect students' perspectives. The fact that underlines storytelling's role in enhancing students' ability to coexist harmoniously. The results reveal that the study of narratives conveying various social and civic values had a significant impact on the observed students' perceptions. By exploring tales that convey these values, we observed noticeable changes in how students grasp the concepts of respect, responsibility, and cooperation within the educational and social community.

Meningkatkan Keterampilan Membaca Nyaring Peserta didik Menggunakan Metode Suku Kata Berbantuan Media Kartu Bergambar

This research aimed to determine the improvement of oral reading skills by practising the syllable-assisted visual aid method using picture cards among first grade students at SD Negeri 24 Palu, Palu City, Central Sulawesi. The research was conducted in SD Negeri 24 Palu with 28 first grade students. Data collection methods included observation, testing and documentation, while data analysis used a descriptive quantitative and qualitative approach. This research is a type of classroom action research that consists of four phases: planning, implementation, observation and evaluation. The results of the data analysis show that in the first test only 50% of the students achieved classical completeness or scored above the minimum criteria. However, in cycle 1, the percentage of students achieving classical completeness increased to 85%. These results indicate a significant improvement in students' oral reading skills with the use of the syllable method supported by visual aids in the form of picture cards

The Influence of Oral Stimulation on the Improvement of Sucking Reflex and Weight Gain in Low Birth Weight Infants (LBW) at Bunda Patimah Primary Clinic

LBW suffer from many problems, including hypothermia, respiratory distress syndrome, intracranial hemorrhage, hyperbilirubinemia, and hypoglycemia because the sucking reflex is weak, resulting in insufficient intake. This weakness in sucking is related to the maturity of the baby's nerve structure and the strength of the mouth muscles. Oral motor skills are one of the most important skills a baby has. The aim of this research is to determine the effect of giving oral stimulation on increasing the sucking reflex and increasing the weight of LBW babies. This research uses a type of quantitative research that uses a pre-test and post-test one group design (Notoatmodjo, 2018), with a Quasi-Experimental design without a control group that compares the evaluation results before and after treatment of respondents. Data were collected using Sucking Reflex and BB Increase observation sheets. The statistical test used is the Wilcoxon Signed Rank Test. The measurement results showed that after giving oral stimulation there was an increase in the sucking reflex and an increase in BW (P value = 0.000), namely an increase in the Sucking Reflex of the majority in the strong category as many as 30 people (93.7%), and those in the minority in the weak category as many as 2 people (6.3%). Meanwhile, in weight gain, the majority in the category increased by 28 people (87.5%), and the minority in the category did not increase by 4 people (12.5%). Based on the research that has been carried out, it was concluded that there is an effect of giving oral stimulation on the Sucking Reflex and Increase in Body Weight in LBW.

Perspectives about U-Learning in the Oral Expression Class: Facts and Fiction

Amongst the four language skills, the speaking proficiency grows to surface as the most significant to be mastered, not only for educational purposes but for extra-educational aspirations as well. Speaking is a life handiness that requires full training and complete preparation. Hence, being able to express one’s thought fully and clearly, especially in front of a mass, has become one field of interest of personal development trainers. In the specific context of EFL classes, enhancing students’ speaking mastery has always been an integral part of FL training. The rapid technological developments have facilitated the changing over of the teaching skill from sole reliance on the teacher to reference to authentic data. Language laboratories are supposed to be a miniature of the bigger native speakers’ community, so if they were further consolidated with a net connection they would smooth the teaching of oral expression skills. Technology is the medium through which access to genuine instances of the FL is realized. The research seeks out checking the pros and cons of combining technology-based applications with the classroom realities; it relies on the use of a students’ Likert scale and a teachers’ interview. The findings of the interview proved that FL teachers in Algeria are totally aware of the vitality of mixing up U-Learning with the classroom traditional teaching for better enhancement of the quality of speaking skill. However, they explained that it is still theory rather than real practice because of a collection of inconveniences. The students’ scale showed that the latter are ready to exploit technological tools for bettering their oral expression skills. It showed as well that they rely on some applications but they declared that they lack perseverance, said very helpful to achieve the required goals.

The effects of interactive electronic picture books on young children’s oral expression skills

The application of interactive electronic picture books can strengthen young children’s reading comprehension skills. Interactive electronic picture books that involve interaction with sensors, with the interaction integrated into the story, should be developed to enhance children’s reading experience and improve their oral expression skills. Interactive electronic picture books that involved children manipulating stuffed animals containing sensors that provided feedback were developed for this study. Visual, auditory, and tactile stimuli can be used to create an interactive feedback system. Data was collected through semi-structured interviews with teachers, who gave their opinions regarding the curriculum of their preschool. The results indicate that the intuitiveness of the system helped improve the children’s reading experience, strengthened their motivation to read, and improved their cognitive abilities. In addition, interactive electronic picture books were found to improve the children’s oral expression skills.

The Role of Social Life Interests in the Formation of Written and Oral English Skills and Principles Posting it in Educational Materials

If the new educational standard through competencies determines that higher professional education is obliged to create educational materials for the educational process, based on local social and vital interest in a given specialty, medical universities in Kyrgyzstan are not able to do this properly. Since this error is widespread in the field of teaching English, among Kyrgyz youth the ability to use written language in English cannot provide an indicator of competence defined by the educational standard, as a result, the linguistic speech-communicative and professional competencies of students remain related to the English language at a very low level. The article analyzes situations in solving these issues, and also focuses on the principles and criteria for choosing educational materials for teaching English to medical students in Kyrgyzstan.

Practical English Oral Expression and Communication Skills

In this era of globalization, English has become the universal language for international communication. Whether it’s business negotiations, studying abroad, or daily communication, fluent English oral expression is crucial. For studying abroad, good English oral expression skills can not only help you better adapt to the new environment, but also allow you to have a deeper understanding of the local culture. In daily life, being able to express your thoughts fluently in English can help you better communicate with foreign friends and expand your social circle. Therefore, improving English oral expression ability is very important for everyone. Below, the author will share some practical English oral expression and communication skills to help you improve your English speaking skills and communicate more confidently with others. By mastering these practical English oral expression and communication skills, your English oral proficiency will improve and you will be more confident in communicating with others.

Effect of complementary feeding using the baby-led weaning method on development in toddlers: a narrative review

Background: The baby-led weaning (BLW) approach can introduce complementary food to six-month-old infants. This method offers large pieces of solid foods such as vegetables, meat, and fruit. BLW can encourage children's development, especially motor skills such as chewing and speaking. This literature review aimed to determine the definition and technique of the BLW in giving complementary feeding and identify the effect of using the BLW method on toddler development. Methods: The type of research was a literature review based on the review process of research articles that discuss the effect of BLW on toddler development. The search for articles was done from the Google Scholar and PubMed databases. Results: The author found infants were introduced to complementary feeding late from standard weaning. Initially, the baby is offered finger food and allowed to eat alone. BLW significantly affects children's development, especially in helping to form independence, preventing picky eater behaviour, stimulating children's fine motor skills, and improving oral motor skills. Conclusion: The mother offered late complementary feeding with different types of food and techniques from the standard method. The BLW could significantly influence toddler development.

Efficacy of the Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families.

The purpose of this study was to test the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for improving the early literacy and oral language skills of preschoolers from low-income families. In a randomized controlled trial (RCT), TELL was implemented in 30 TELL and 28 business-as-usual classrooms. TELL is a Tier 1 whole-class curriculum package that includes a scope and sequence of instruction, lesson plans and materials, high-quality books, curriculum-based measures (CBMs), and professional development training and coaching. Implementation fidelity was high; however, due to COVID-19 school closures, we did not collect end-of-year data for our third cohort of teachers. Results indicated significant TELL effects on all code-related CBMs and two code-related distal measures as well as receptive and expressive vocabulary CBMs. No significant differences were found on distal measures of oral language/vocabulary or listening comprehension. Results of the present study, paired with findings from an earlier TELL RCT with children with developmental speech and/or language impairments, suggest that children enrolled in TELL classrooms achieve higher outcomes on a variety of code-related and vocabulary measures by the end of their final preschool year. https://doi.org/10.23641/asha.25345708.