Communicative Proficiency Research Articles

Effectiveness of Communicative Language Teaching in Non-Urban Areas’ Primary Schools: The Case of Afif, Saudi Arabia

The main purpose of the study was to investigate the effectiveness of Communicative Language Teaching (CLT) in Teaching English to Speakers of Other Languages (TESOL) at primary schools in Afif city. The responses given by students covered their feelings towards CLT in terms of their English speaking levels, their motivation, their efforts, their grammar and vocabulary learning, their confidence in using English in real life, and their opinion towards other additional ways of learning English such as games and social media. A qualitative approach was used, with a sample of seven female students from two primary schools in the Afif district selected using a concentrated sampling procedure. Two instruments were used: the Students’ Attitude Scale, adapted from Savignon and Wang (2003), and peer observation. The Students’ Attitude Scale was used to evaluate students’ impressions of CLT, while peer observation was used to identify the impact of CLT in teaching English to non-native speakers. Overall, the most significant results of the study indicate that CLT has a positive effect on learners’ English comprehension skills, builds up their confidence to use English in different situations, and gives them more/more satisfaction with the experience. CLT also helps to motivate the students and bring about improvement in their dialogue/ communicative proficiency. Based on these results, the study recommends the continued implementation of CLT in English language teaching, ongoing professional development for teachers, promotion of student engagement, fostering confidence building, integration of technology, and encouragement of peer observation among teachers. These recommendations aim to enhance the effectiveness of CLT in TESOL settings in primary schools in Eastern Saudi Arabia.

A Framework for the Communication Capabilities of scientists

ABSTRACT The ability to communicate science effectively is a key attribute for science graduates, and considerable work has been done to establish the techniques and skills associated with effective communication. What is less clear however, is the learning progression students traverse as they develop proficiency in science communication. In this study we evaluated aspects of university-level student science communication capabilities pre- and post- explicit teaching of core science communication capabilities. We used this data to identify the characteristics of early science communication learners and synthesise a robust learning progression Framework for Communication Capabilities (FCC). The FCC was created to support educators in identifying the characteristics of their learners to facilitate the constructive alignment of learning objectives, curriculum, and assessment rubrics for learners of science communication through early phases of their development.

Enhancing academic and professional literacy in Swedish specialist nurse and other professional education programmes: a teacher’s perspective

This opinion piece focuses on the vital integration of academic and professional literacies in specialist nurse education and other professional education programmes within higher education in Sweden. In this opinion piece, we argue that extended learning, practise, and support can enhance the academic and professional literacy competence of specialist nurse students and other students in professional educations. To offer student specific and targeted support, educators, researchers, and policymakers can engage in collaboration, as well as inspire and empower their teachers through ongoing professional development. We also argue that the relationship between these two literacies should be highlighted in higher education to clarify the importance of academic skills within specialist nursing and other professions. We therefore suggest higher education could be more active in implementing and visualising intended learning outcomes with progression and learning activities regarding academic literacy as well as professional literacy curricula in professional educations. This approach, with an emphasis on systematic monitoring and research, ensures proficiency in effective communication, evidence-based practice, ethical responsibility, continuous learning, and quality assurance.

Practicality of syntax soft skill-based learning (Ss-BL): a new model in web-based entrepreneurship learning

The soft skills-based learning (Ss-BL) learning the methodology was proposed as an innovative approach to facilitate experiential learning in authentic real-world contexts. This was created to address the shortcomings of the Experiential Learning (EL) approach in enhancing student communication proficiency. Thus, this study's goal is to evaluate the viability of the Ss-BL learning paradigm. In this work, confirmatory factor analysis (CFA) and the Mile and Huberman methodology were employed in an exploratory sequential mixed methods approach. The paradigm for Ss-BL learning is created by conceptualization, theorization, hypothesization, and finalization phases. The research data was acquired via the process of document analysis and conducting a Focus Group Discussion (FGD). A focus group discussion (FGD) was carried out with a sample of 5 experts for research purposes. A non-test was the tool used in the FGD. The Ss-BL model consists of the Motivation, Observation, Real Experience, Implementation, Evaluation, Reflection phases. For all phases, a CFA value of 0.000 was obtained, that is, if the number is less than 2, it means that the Ss-BL model meets the goodness-of-fit model criterion. Among the innovative learning models suggested for entrepreneurial courses in vocational education, the Ss-BL model stands out as both a contribution to the advancement of knowledge and a viable option

A flipped classroom with whiteboard animation and modules to enhance students' self-regulation, critical thinking and communication skills: a conceptual framework and its implementation

PurposeIn the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.Design/methodology/approachThis study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.FindingsThe findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.Research limitations/implicationsSome limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.Practical implicationsThis study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.Social implicationsThe social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.Originality/valueThe uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

The Role of Film-Based Learning Projects in Enhancing Communication Proficiency

Film-based learning projects enhance communication proficiency by immersing students in visual and auditory experiences that improve their understanding, skills, confidence, and creativity in conveying ideas. This study investigates the impact of film-based learning initiatives on students' communication skills through a qualitative methods approach. Data were collected from 150 students using a pre-post-test evaluation, focusing on five key variables: understanding of content, skills improvement, confidence in communication, proficiency in communication, and strategic problem-solving skills. Qualitative data provided a comprehensive understanding of how film-based learning influences communication. It shows students' skills in using SPSS to communicate results from a variety of statistical studies, such as the Wilcoxon signed-rank test and paired sample t-test, which showed a significant improvement in communication ability across these variables. The paired sample t-test highlighted notable gains in communication skills, while the Wilcoxon test confirmed these improvements by analyzing ranks and medians. The findings underscore the effectiveness of film-based interventions in significantly enhancing various aspects of students' communication abilities.

A-Speak: Augmentative and alternative communication application for Thai individuals with complex communication needs

Background: Augmentative and alternative communication (AAC) is the approach that enhances communication competence in individuals with complex communication needs. With the advancement of technology, there are varieties of AAC applications with colored-graphic symbols and speech output, improving communication’s intelligibility compared to low-tech AAC systems. However, those AAC applications had some features that were not entirely suitable for Thai users, such as symbol appearance, speech intonation, etc. Objective: This study aimed to develop the first version of the Thai AAC application, A-Speak, based on Thai culture, lexicon, and intonation and remove other constraints that other AAC applications had, such as variation in voice-output age and gender. The proficiency of A-Speak regarding communication functions was also examined. Materials and methods: The participants comprised 15 individuals with cerebral palsy and complex communication needs. The participants were trained to use the A-Speak application, installed on a tablet, to communicate. The training procedures consisted of 3 phases: Phase 1: Train to select icons; Phase 2: Shift to different categories; and Phase 3: Use A-Speak to communicate. The researchers trained the participants to achieve adequate operational skills (i.e., Phases 1 and 2) before beginning Phase 3. In Phases 1 and 2, switches were employed to facilitate participants with limited mobility to operate A-Speak by finger. The researchers also taught the participants’ caregivers to continue training them at home. The researchers collected the participants’ communication abilities regarding communication functions in the recorded form. The data was reported into code numbers according to communication proficiency. Results: After receiving A-Speak training, all participants showed improvement in their communication abilities across a variety of communication functions. Participants showed significant progress in 10 out of 12 communication functions. The communication function in which participants exhibited the most improvement was explaining skills, whereas the communication function that showed the least development was storytelling skills. Conclusion: A-Speak AAC application reduced the constraints that possibly influenced communication intelligibility in the Thai language. Nevertheless, A-Speak still had a few drawbacks that required to be corrected to increase the productivity of this program. The findings indicated that participants gained communication skills through A-Speak as a means of communication. Keywords: A-Speak, augmentative and alternative communication, application, High-tech AAC

Nurse-Patient Communication: An Examination of Student-Nurses of Post Basic Nursing Anesthesia (PBNA) and Peri-Operative Nursing (PON) of Jos University Teaching Hospital (JUTH), Plateau State, Nigeria

Effective nurse-patient communication is essential for providing high-quality healthcare and ensuring patient safety and satisfaction. Proficiency in English is crucial for nurses to effectively interact with patients, families, and other healthcare professionals. However, many nurses face challenges in using correct grammar and language, which can impact communication and care delivery. This paper explores the relevance of English proficiency in nurse-patient communication, examines the grammar challenges nurses face, and suggests potential strategies to overcome these challenges. A total of 35 student-nurses were randomly selected from the Post Basic Nursing Anesthesia (PBNA) and Peri-Operative Nursing (PON) program at JUTH. The study adopted a mixed-methods research design, combining both qualitative and quantitative data collection and analysis methods. Among other challenges, the study discovered that nurses face problems in the areas of tenses, choice of words, sentence construction, and patients’ poor grasp of English. The study suggests that language training and support, and continuous professional development, etc. can help improve the communication among nurses and with patients. The study thus concludes that proficiency in English and proper grammar usage are essential for effective nurse-patient communication, and overcoming language and grammar challenges can improve patient safety, satisfaction, and healthcare outcomes.

A Systematic Review: What Are the Impacts of Receiving Extrinsic Feedback on Health Professions Students in Higher Education?

Effective feedback is crucial for educating health professions students. This systematic review investigates the impact of extrinsic feedback on health professions students, encompassing medical, dental, and nursing fields. Through meticulous gathering and analysis of 37 studies, this review highlights verbal and visual feedback as predominant forms, often delivered immediately by instructors and supplemented by peer or simulated input. Notably, technology is increasingly utilised to enhance the provision of feedback. The impacts of feedback span various domains, including surgical skills and patient communication, revealing notable improvements in procedural skills such as suturing and knot-tying, as well as general patient communication proficiency. Meta-analyses underscore significant enhancements in communication skills and provide nuanced insights into chest compression techniques. Overall, the findings provide initial evidence that extrinsic feedback enhances surgical procedural skills and general patient communication proficiency among health professions students. The evolving role of technology in feedback provision is promising. Future studies should assess extrinsic feedback across different health professions to better understand its impacts and alignment with specific educational needs and accreditation standards, thereby enhancing learning outcomes.

The Influence of EFL Apprehension in Speaking Performance

The influence of EFL apprehension on speaking performance is a significant area of study in language learning. Empirical studies reveal that anxiety among EFL students is influenced by variables such as communication anxiety, fear of receiving a poor grade, and low self-esteem. during speaking activities. Speech anxiety among ESL/EFL learners can impact their oral communication skills negatively, leading to avoidance and withdrawal from speaking activities in the classroom. Language anxiety, specifically related to speaking, can hinder students' willingness to engage in foreign language acquisition and affect their speaking performance negatively .Research have indicated a connection between EFL students' oral communication anxiety and communication proficiency,highlighting the importance of addressing anxiety to enhance language proficiency.

Preparing learners for digitally mediated academic communication: Digital multimodal practice in students’ knowledge dissemination videos

The advancement of digital technologies requires English for Academic Purposes (EAP) education to incorporate digital-multimodal approaches in curriculum development to prepare learners for academic communication in this digital era. One such effort is the integration of digital multimodal composition (DMC). While the existing studies have investigated pedagogical practice involving DMC, there is still a lack of a systematic identification of the multi-semiotic communicative patterns in students' DMC performance. Using a systemic functional approach to multimodal discourse analysis (SF-MDA) and social semiotics approach to multimodality, the study aims to explore the patterns and characteristics of student-generated knowledge dissemination videos, a kind of DMC specifically pertaining to disciplinary communication targeting non-specialists. The analysis displays students' discursive patterns in the creation of interpersonal, ideational, and textual meanings. It is found that students excel in creating interpersonal meaning through configuring embodied and filmic modes and using popular visuals. However, their performance in conveying ideational and textual meaning needs improvement. Some students rely on technical language with unclear visuals, while others use a limited range of semiotics. Textual meaning created in the videos shows intermodal and intramodal incoherence. These findings can inform EAP course development and enhance students’ digital multimodal proficiency in academic communication.

Positive and negative factors of the influence of new media and the digital environment on ideal and belief education among university students in China

The authors identity the relationship between the positive and negative aspects of social media and the ideal belief learning and behavior of university students. The cluster sampling method was adopted in the paper, including Guangdong, Shandong, Henan, Sichuan, and Jiangsu provinces. A total of 1014 questionnaires were distributed to a purposive sample of university students between the ages of 16 and 35. The authors applied the uses and gratifications theory to study students’ social media behavior. This study identified 18 positive and negative effects of social media. Noteworthy positive outcomes attributed to social media in fostering ideals and beliefs encompass heightened awareness, enhanced communication facilitation, convenient connectivity, reduced expenses on educational materials, improved social and communication proficiencies, as well as diminished stress levels. The negative effects of new media and the Internet include a lack of critical thinking, a waste of time, dysgraphia, disrupted connection to learning, students’ laziness, and health risks.

The Impact of Soft Skills Training on the Behavior of Multinational Technology Company Employees

This research aims to evaluate the impact of soft skills training on the behaviour of multinational technology company employees - Intel Corporation. A survey questionnaire was designed to gather quantitative data regarding the employees' experiences with soft skills training at Intel Corporation Malaysia, covering various dimensions of communication, leadership, teamwork, and conflict resolution in the data collection. A sample of 150 employees of Intel Corporation in Malaysia responded to the study, providing diverse perspectives on how soft skills training can impact employees’ behavior. The data analysis employed both descriptive and inferential statistics, including correlational and regression analyses. The results indicated that soft skills training significantly enhances employee cooperation, leadership acumen, and communication proficiency. The findings have significant implications for Intel Corporation. Enhanced interpersonal skills from such training contribute to better conflict resolution, improved collaboration, and increased employee satisfaction, ultimately boosting productivity and reducing turnover rates. In conclusion, the study underscores the necessity for continuous investment in soft skills training to cultivate a resilient and adaptive workforce, thereby ensuring sustained organizational success and competitive advantage.

Designing chatbots in language classrooms: an empirical investigation from user learning experience

Amidst the technological evolution shaping the landscape of education, this research critically examines the imperative factors influencing the design of language-teaching chatbots in Thai language classrooms. Employing a comprehensive two-pronged methodology, our study delves into the intricacies of chatbot design by engaging with a diverse participant pool of pre-service teachers, in-service teachers, and educators. The study included the chatbot design opinion survey, a validated scale assessing attitudes toward chatbot design, and semi-structured interviews with teachers, educators, and experts to offer qualitative insights. Our findings reveal five key factors influencing chatbot design: learner autonomy and self-directed learning, content and interaction design for language skill development, implementation and usage considerations, alternative learning approaches and flexibility, and content presentation and format. Concurrently, thematic analysis of interviews results in five overarching themes: enhancing interactive language learning, motivational learning experience, inclusive language learning journey, blended learning companion, and communicative proficiency coaching. These findings inform the development of effective chatbots for Thai language classrooms within the evolving landscape of technology-driven education. These findings inform the development of effective chatbots for language classrooms within the evolving landscape of technology-driven education.

Investigating multimodal scientific communication: an analysis of communicative modes in Biology and Engineering research articles

The dissemination of knowledge in science and technology relies on efficient communication, with a noticeable shift towards multimodal communication. This research explores the subtle patterns of multimodal scientific communication to comprehend how several modes work together to enhance discourse quality. Twenty research articles, ten from the field of Engineering and ten from Biology, written over the previous three years by researchers of the University of El Oued, Algeria were collected from credible journals and then examined using a qualitative content analysis. The findings demonstrated that the authors used a multimodal approach in their research articles, presenting their research outcomes through a combination of textual explanations and visual components including graphs, tables, images, and diagrams. The study’s findings highlighted the interdependent nature of text and images and their importance in communicating scientific discourse. Furthermore, the data displays differences in the modes selected by these researchers, which reflects the specificities and particular needs of each discipline in choosing the modes. The study suggests that researchers’ active participation in workshops and training sessions can improve their proficiency in multimodal scientific communication. Moreover, it recommends additional research to broaden the area of enquiry and improve knowledge of multimodal communication in scientific discourse.

Interaction and intercultural communication competence of Banten students at University of Lampung

Background: The study examines intercultural communication competence of Banten students at the University of Lampung. In this context, the field of intercultural communication describes student participation in regular interactions in cognitive, affective, and behavioral terms. This is important because a strong understanding of intercultural communication serves as the foundation for students’ professional development at the University of Lampung. Purpose: The goals of this study are to: 1) Identify the cognitive component of intercultural communication among Banten students at the University of Lampung. 2) Identify the affective component of intercultural communication among Banten students at the University of Lampung. 3) Identify the behavioral component of intercultural communication among Banten students at the University of Lampung. 4) Develop a model of intercultural communication proficiency for Banten students at the University of Lampung. Methods: The study used informant interviews as data sources for qualitative research. The research informant included 70 students from the University of Lampung who were members of the Banten student association. The analysis process consisted of three steps: 1) Data collection, 2) Data reduction, and 3) Data presentation, which involved compiling facts used to guide decisions and actions. Results: The intercultural communication among Bantent students at the University of Lampung encompassess cognitive, affective, and behavioral aspects. Implications: Banten students at the University of Lampung can serve as an example for newcomers on how to maintain cultural distinctiveness across different regions by leveraging their cognitive, affective, and behavioral expertise in cross-cultural communication.

Eksperimen Penerapan Pembelajaran Berbasis Proyek (PJBL) pada Peningkatan Kreativitas Anak Usia Dini

This article elucidates the significance of fostering creativity in early childhood through the implementation of the Project Based Learning (PJBL) model, particularly in the context of creativity. In an era of intensifying competition, Era 4.0 underscores the necessity for individuals to possess high creativity. Creativity is regarded as the pivotal factor in enhancing the quality of life of individuals and contributing to the prosperity of society. In the context of education, creativity plays a pivotal role in the early childhood learning process, given that every child possesses unique creative potential. The study employed a quasi-experimental design with experimental and control groups at PAUD Tarbiyatul Athfal UIN Antasari Banjarmasin, involving 36 children aged 4-6 years. Data were collected through checklist sheets and documentation of activities. The results demonstrated that the implementation of PPA significantly enhanced children's creativity in the experimental group. The Mann-Whitney U-Test analysis revealed a statistically significant difference between the two groups. Children who participated in PPA exhibited active engagement, collaborative skills, and proficiency in problem-solving, idea-sharing, and effective communication.

Where rookies prevail: Digital habitus and age‐based earnings differentials in online legal services

AbstractThis research investigates how and why the digitalization of work can disrupt age‐based earnings stratification in an occupation. Analysing a service archive dataset from a major online legal service platform in China, the study finds that, contrary to the traditional patterns of income inequality, younger lawyers earn more than older lawyers in the digital legal field. Further analyses of the platform's service records and interviews with lawyers working on this platform suggest that the platform's work content and work distribution mechanism make mature lawyers’ human, social and symbolic capital less useful. Meanwhile, the preferences of platform clients place added value on younger lawyers’ digital habitus and turn it into a new form of cultural capital, manifested in their proficiency and effectiveness in digital communication. By examining habitus and capital in the emerging digital legal field, this research deepens the understanding of the impact of digital technologies on knowledge‐intensive occupations.

Key Leadership Traits in Madrasah Principals: Decision-Making, Motivation, Communication, and Management Skills

This study analyzes the leadership traits of school principals in Madrasah, focusing on their decision-making abilities, motivational skills, communication proficiency, and capability to manage subordinates. The research utilizes a qualitative descriptive methodology. Data were collected through interviews, observations, and documentation, with informants selected using purposive sampling to ensure relevance and accuracy. The findings reveal that effective leadership in Madrasahs is characterized by the principal's strong decision-making abilities, the capacity to motivate staff, excellent communication skills, and effective control over subordinates. These traits collectively contribute to the school's overall success and smooth operation. The study underscores the importance of these leadership traits in educational settings, providing valuable insights for developing training and professional development programs for school leaders. Enhancing these skills can lead to improved school management and better educational outcomes.

The Effectiveness of Direct Instructional Strategy on Speaking Skills Of 7th Grade At SMP Tri Dharma Palembang

This study was conducted to assess the English speaking proficiency of students. The students' English speaking achievement was abysmal. The aims of this study were to determine: (1) the extent of improvement in speaking skills with and without the use of the direct instructional strategy, and (2) whether there was a notable improvement in the speaking skills of students who received the direct instructional strategy compared to those who did not. This study employed quasi-experimental research methodology. A total of 16 students were selected as a sample, with 16 students assigned to the experimental class and another 16 students assigned to the control class. The data were gathered by the administration of an oral examination. The data were analysed using both paired sample t-tests and independent sample t-tests. Through data analysis, it was determined that there was a notable surge in pupils' proficiency in oral communication. The paired sample t-test yielded a t-test statistic of -28.428 and a significance value of 0.00, which was less than the predetermined significance level of α (0.05). This demonstrates an enhancement in students' oral communication abilities. Furthermore, the results of the independent sample t-test indicate that the calculated t-test value (-13.075) and the corresponding p-value (0.00) were both below the predetermined significance level (α) of 0.05. The results indicate a substantial disparity in the average speaking abilities of pupils who received teaching through the direct instruction technique compared to those who did not get such instruction.