Communicative Competence Of Students Research Articles

A Research on Intercultural Communication Competence of Students from Sino-Foreign Universities

A Research on Intercultural Communication Competence of Students from Sino-Foreign Universities

Effects of mind mapping based on standardized patient program in patient education among postgraduate nursing students in clinical setting

BackgroundPatient education as an important process of postgraduate nursing education, however in previous studies there was limited study focus on the improvement of nursing students’ patient education in clinical practice.This study examined the effects of a mind mapping based on standardized patient program in the patient education knowledge and communication competence of postgraduate nursing students in clinical setting.MethodsThe present quasi-experimental study was performed in 2022 on 74 postgraduate nursing students who had taken clinical practice courses at affiliated hospital of Zunyi Medical University. Students were underwent two weeks of mind mapping based on standardized patient program. The outcome measures were patient education knowledge and communication competence evaluated were by the self-designed questionnaire consisting of 6 questions based on the Likert scale and nurse-patient communication competency rating scale respectively, self-efficacy was evaluated by the general self-efficacy scale, and patients’ satisfaction were measured using a self-designed question. Data collection was conducted before and after intervention. Data analysis was performed using SPSS 19.0 software, and descriptive statistics and inferential statistics were performed.ResultsSignificant improvements in patient education knowledge, patient education communication competence, and self-efficacy (all P = 0.000)were observed after intervention. Improvements were also seen in measures of patients’ satisfaction; 12/74 (16.22%) patients reported satisfied at baseline but only 53/74 (71.62%) at the end of intervention.ConclusionsA web-based mind maps integrated with standardized patient program could improve patient education knowledge, communication competence,and self-efficacy of postgraduate nursing students in clinical setting.

A MODEL OF THE TWO-LEVEL SYSTEM FOR FORMING INFORMATION AND COMMUNICATION COMPETENCE OF STUDENTS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The work systematizes the authors’ experience of using information technologies in the educational process of a general secondary education institution and presents the authors’ model of effective development of students' information and communication competence based on it. A model of a two-level system of formation of information and communication competence of students in the educational process has been developed. At the first level of the model, teachers use information tools during lessons to form students' basic knowledge and skills. At the second level, information technologies are used by teachers in extracurricular activities as a tool for creating creative products of students (in particular, scientific research works, educational projects, posters, presentations, video demonstrations), as well as their own developments (pedagogical technologies, teaching aids, etc.), which contributes to the formation of students' comprehensive ability to apply acquired knowledge and skills in practice, and, therefore, information and communication competence. To implement the first level of the proposed model, a comparative analysis of the most common information tools was conducted, the results of which are presented using original schemes. Information tools that ensure high-quality educational process at the "Cossack Lyceum" were subject to analysis: learning management systems – Google Classroom and NZ.UA; video conferencing platforms - Zoom and Google Meet; online boards – Jamboard, IDroo and Flinga; tools for creating information content – Google Presentations, Canva, Prezi and Microsoft Sway; software for simulating natural processes – Phet and Mozaik Education; tools for creating interactive exercises – Mentimeter, Kahoot, Wordwall, Live Worksheets and Learning Apps. The implementation of the second level of the model is shown on the example of a student's creative product created by participating in the competition of the Small Academy of Sciences of Ukraine. We associate promising directions for further research with the development of methodological recommendations for the use of information and communication technologies at various stages of students' creative activity.

DISTANCE EDUCATION OF JUNIOR HIGH SCHOOL STUDENTS

A model of a two-level system of formation of information and communication competence of students in the educational process has been developed. At the first level of the model, teachers use information tools during lessons to form students' basic knowledge and skills. At the second level, information technologies are used by teachers in extracurricular activities as a tool for creating creative products of students (in particular, scientific research works, educational projects, posters, presentations, video demonstrations), as well as their own developments (pedagogical technologies, teaching aids, etc.), which contributes to the formation of students' comprehensive ability to apply acquired knowledge and skills in practice, and, therefore, information and communication competence.

Social and communicative competence of sales managers at the initial stage of professionalization

The variety of modern approaches to the problem of the development of social and communicative competence of managers, the practical need to improve the preparation for the professional activities of young professionals determined the relevance of this study. The article reveals the need to consider the features of the social and communicative competence of sales managers through the prism of the subject-subject approach. The study used a variety of psychodiagnostic techniques to compare the degree of formation of components of social and communicative competence of students and working professionals. As a result of an empirical study, significant differences in individual characteristics of the respondents' social and communicative competence were revealed, depending on the level of professional training.

Communicative competence in students with ASD: Interaction and immersion in a Gamified Augmented Environment

Active methodologies such as gamification, combined with emerging technologies like augmented reality, are enhancing learning environments that facilitate the development of essential competencies. Particularly, students with Autism Spectrum Disorder (ASD) require reinforcement of their Communicative Competence (CC) to activate their abilities to communicate effectively in different contexts, and interventions supported by this type of methodology and resources can contribute to this goal. The aim of this study is to analyse the contribution of an Augmented Gamified Environment to the development of CC in a sample of 54 subjects diagnosed in public Special Education centres. Correlational methodology is adopted with an exploratory and analytical approach. Individualized intervention sought to relate students' level of interaction and immersion in the environment's narrative to the increase in their CC. Their degree of autonomy when interacting with the tablet and immersion in the game was measured using observation-based instruments with categories that allowed for subsequent statistical analysis. Additionally, the influence of gender, age, severity of ASD, comorbidities, and type of language on the level of competence achieved was contrasted. The results show that engagement in mission execution favoured their CC. It was observed that the higher the immersion in the challenges, the higher the CC of the students. Specifically, older students with less severe ASD, functional oral language, and no comorbidity exhibited higher levels of CC. In conclusion, intervention for optimal results must be tailored to individual characteristics, present engaging narratives, and integrate playful activities that require communicative strategies.

EMPOWERING SPEAKING SKILLS THROUGH TASK-BASED INSTRUCTION IN HIGH SCHOOL STUDENTS

As a lingua franca, English is utilized by most people in all parts of the world. In Indonesia, English teaching needs rejuvenation, restorations, and more in an attempt to reach the expected proceeds. When the condition is implemented, the moral probe is proposed to the English teachers to undertake the subject in a better and more effective way. Speaking skill plays the most prominent role in human communication. In teaching this skill, English teachers should pay more concern to make the student relish communicative competence which desires help the student to be able to communicate in spoken language communicatively. Nevertheless, teaching speaking is not a convenient task. EFL teachers find it troublesome to inform students to get involved in speaking skills. Several learners have the right capability in the grammar structure but they are not skilled in speaking communicatively. They are competent to speak with correct grammar but they are not powerful to say something suitable in the social context. Also, some other students are still misled in comprehending an individual message which is stated through spoken language. So, they have a low motivation to speak English. To help students attain communicative competence in speaking skills, English teachers can apply Task-Based Instruction (TBI) in the classroom. This paper aims to give an illustration of TBLT as an approach to improving speaking skills for students in High School. Also, as a solution for English teachers

Meaning and Structure of Information and Communication Competence as a Subject Competence in Teaching Informatics in Primary School

The article analyzes the research of scientists and State regulatory documents on the concept of key information and communication competence. According to the conducted analysis, the information and communication competence of a primary school student involves mastering the basics of digital literacy; the ability to safely and ethically use information and communication technologies in education and life.
 Information and communication competence belongs to the list of key competences. It is formed in an integrated educational process during the study of all educational branches. In the case of learning the computer science field, this competence is also subjective, because children learn the basics of information and computer literacy in studying.
 The article presents the structure of information and communication competence as a subjective for primary school students. Components of information and communication competence are methodological competence, research competence, model competence, algorithmic competence, and technological competence.
 The author found that there is a communicative component, which is provided in the learning outcomes of primary school students, but is not taken into the structure of information and communication competence. This component is communicative competence. Information and communication competence of a primary school student will acquire a complete structure when the sixth component - communicative competence - is included in its composition. This competence is interdisciplinary and closely intertwined with all components of information and communication competence.
 During the study of informatics, digital communicative competence is most formed during the study of the content line «Information. Actions with information». It also constantly develops integratively during the study of all other content lines of the informatics educational field.
 The author specified the structure of subject information and communication competence of primary school students and developed a model. This model contains the learning outcomes distribution of the informatics educational field according to the State Standard of Primary Education. It is graphically presented in the article.

РОЛЬ ПРАЗДНИЧНЫХ МЕРОПРИЯТИЙ В АДАПТАЦИИ ИНОСТРАННЫХ СТУДЕНТОВ РОССИЙСКИХ ВУЗОВ (ИЗ ОПЫТА РАБОТЫ)

The article is dedicated to the topical pedagogical problem of adaptation of foreign students in Russian universities. Authors analyze the experience of adaptation of foreign students who study Russian at the International Education Faculty of Tambov State Technical University. Peculiarities of extracurricular work in the form of festive events aimed at overcoming the boundaries of intercultural communication are revealed. The article touches upon some peculiarities of organizing the celebration of Maslenitsa (Pancake Weak), International Women’s Day, New Year, National Culture Days as well as the complex of events dedicated to the Day of the Victory of Soviet people in the Great Patriotic War. Authors come to the conclusion that the organisation of festive events promotes intercultural dialogue that develops the linguistic-cultural and communicative competence of students, respectful attitude to Russian history and culture. It contributes to the successful adaptation of inofon students to a new sociocultural and educational environment.

The role of cognitive linguistics in developing students' communicative competence and forming their linguistic personality

The research examines the specifics of cognitive linguistics regarding developing communicative competence and forming students' linguistic personalities. Attention is paid to the essence of cognitive linguistics, the history of the emergence of this direction, and the current state of research. The article analyzes the ways, methods, and forms of cognitive linguistics application in the educational process to form the student's linguistic personality and develop communicative competence. The structure of the concept is presented for the simplified perception of a specific phenomenon by a student of a philological specialty. The study aims to reveal the role of cognitive linguistics in developing communicative competence and forming a student's linguistic personality. The object of research is cognitive linguistics as a linguistic direction. Research methods. Such research methods as description, analysis and synthesis, generalization, and linguistic analysis were used in the work. The work examines the issue of cognitive linguistics in terms of the development of communicative competence and the formation of students' linguistic personalities. The essence of the concept of "cognitive linguistics," its direction, principles, and principles are revealed. The history of the emergence of cognitive linguistics as a linguistic direction and the current state of research are described. Cognitive linguistics’ impact on forming a student's communicative competence is described. The student's types of thinking are analyzed, in particular, abstract, professional, critical, fast, and systematic. The case method is a key cognitive linguistics method used during educational activities. The proof of the values of the method is implemented, and the stages of the case method are demonstrated with the help of a graphic image. The article provides ways of forming the student's communicative competence through cognitive linguistics. The advantages and disadvantages of each method are described. The construction of the concept is carried out, which contributes to the student's faster perception of the topic and the types of concepts given.

BASIC OVERVIEW OF THE CHALLENGES IN TEACHING INTERCULTURAL COMMUNICATION AMONG TERTIARY LEVEL ENGLISH TEACHERS IN CHINA

This paper provides an overview and discussion on the current situation of intercultural communication training and challenges for tertiary English in China. A qualitative meta-analysis was conducted on research articles written both in Chinese language and English during the last two decades (from 2002) to explore reported challenges faced by teachers. Mitigating strategies undertaken were also scrutinized via documents analysis of the assorted papers. The findings showed that instructional efforts to develop intercultural communication competence in tertiary students was previously quite stagnant in its approaches, riddled with various micro and macro level challenges and quite unsuccessful in yielding the desired results. Only within the last decade with the advent of ICT and multimedia technology that concerted efforts could be integrated into producing considerable results. This study puts forth relevant improvement strategies derived from various aspects analyzed. They came in the form of inevitable measures like upgrading the teaching system, improving the quality of teachers, changing the teaching strategies, developing resource hub, developing professional teams and groupings, and optimizing intercultural communication evaluation mechanism. The findings from this study has high transferability and insights for institutions in countries with similar contexts. It also provides beneficial theoretical reference for the training of intercultural communication competence in a foreign language learning context.

Teknoloji Destekli Dil Öğreniminin İletişim Yeterlilikleri Üzerindeki Etkisi

This study aimed to explore how technology-supported language learning affected the communication competencies of tertiary-level students. 48 prep-class students at the ELT department at a state university in Turkiye participated in the study. A mixed-method sequential explanatory design was employed to collect data that lasted 12 weeks. The quantitative data were obtained through a pre-questionnaire, a pretest and a posttest, and semi-structured interviews were used to collect qualitative data. The quantitative analysis showed that despite the improvement in the students’ performance, a statistically significant difference was not found between the scores of the experimental and control groups concerning their communication proficiency levels. However, the conventional content analysis indicated that technology-supported language learning provided the participants with a rich content, enhanced interaction, collaboration, individualization, an enjoyable learning setting, an opportunity to see progress and flexibility in terms of time and space. Based on the findings of this study, it is recommended to integrate technology into the language learning process for the improvement of communication skills.

Investigating of Speaking Anxiety through Job Interview Simulation for High School Level Students at Thammislam Foundation School, Nonthaburi, Thailand

The purpose of this study journal is to look at the numerous element factors that influence English speaking anxiety among language learners. The study uses qualitative approaches such as interview to examine the factors of Speaking anxiety using a Job interview simulation for the students. The outcomes of this study will help language learners have a better understanding of English language acquisition and will provide effective ways for dealing with their anxiety. Speaking anxiety is a widespread and significant problem that affects language learners all over the world. It also investigates the negative impacts of speaking anxiety on students' oral proficiency, fluency, and communicative competence. Finally, it offers ways for reducing speaking anxiety and creating supportive learning settings that enhance learners' confidence and skill in speaking the target language for educators and language practitioners. Understanding and dealing with speaking anxiety are important elements in maximizing language learning experiences and improving learners' communication.

Communication Setbacks of Technical-Vocational Education Students

This research dealt with the communication setbacks of the Technical-Vocational Education Students particularly on their communication apprehensions and preferred error correction. It specifically sought to determine the level of communication setbacks among the industrial education students using Personal Report of Communication Apprehension (PRCA-24) and how the respondents wanted their errors to be corrected. Based on the analysis and interpretation of the results of the study, it was found that the respondents have Average Communication Apprehension. It was also revealed that they want their teachers to point out the error and provide the correct form. On the contrary, they least preferred that their teachers delay the correction of their errors. It is recommended that the teachers devise concrete classroom and/or school activities geared toward activating students' linguistic and communicative competence be it in a group, meeting, dyad, or public speaking. Further, error correction should be seen as opportunity for students to develop their communication skills and not a threat to their educational growth. Keywords: communication setbacks; communication apprehension; error correction; technical-vocational education; quality education; sustainable development goals

Cultivation of Students’ Intercultural Communication Competence Based on Situational Teaching Method in the Context of Key Competence

At the beginning of the 21st century, the European Union, in response to the wave of globalisation and the challenges of a knowledge-based economy, has vigorously promoted a lifelong learning strategy in the field of education and training, and has proposed key competence. The importance of intercultural communication has become increasingly evident in the process of globalization. English language teaching plays an important role in facilitating students’ intercultural communication skills. In English classroom teaching, we should not only attach significance to the language knowledge, but also integrate cultural concepts into English teaching and learning, so that students can perceive and experience the differences between Chinese and Western cultural practices. Situational teaching method is a lively and interesting method that integrates knowledge with context and can provide methodological guidance and implications for the cultivation of intercultural communication competence of high school students. This paper attempts to combine situational teaching method and intercultural communication skills development, and to investigate the effect of situational teaching method on the development of intercultural communication skills of high school students, so as to provide an effective method for the development of intercultural communication competence of high school students.

Exploring the development of intercultural communication skills of language students in universities based on big data

Abstract With the development of globalization, people’s communication becomes more and more frequent. China urgently needs to cultivate talents at the international level and strong foreign language communicative ability to participate in international affairs and follow the international development trend. Based on the data analysis method and machine learning method in big data analysis, this article explores the current situation of intercultural communication ability and competence cultivation of language students in colleges and universities. The article summarizes the existing problems of language students’ intercultural communication ability in Chinese universities based on questionnaires conducted in four universities in southwest, northeast, east, and South China. Secondly, based on the current problems in the intercultural communication competence of language students in Chinese universities, the article further proposes teaching inspirations for the cultivation of intercultural communication competence of language students in Chinese universities. The survey results show that the highest total number of respondents who chose A and B answers, i.e., they think they have strong intercultural communication ability, was 689 from Zhongshan University, accounting for 33.62%, followed by 615 from Shanghai University, accounting for 30.1%; the lowest was 240 from Guizhou University, accounting for 11.7% only, and the level of intercultural communication ability of language students in these four universities can be ranked as follows. Zhongshan University > Shanghai University > Heilongjiang University > Guizhou University. This study can suggest highly rigorous and practical strategies for cultivating language students’ intercultural communication ability in Chinese universities.

A Comparative Study of Vocabulary Assessment in Public and Private Sector Universities in Karachi, Pakistan

The study evaluates 1st year English General Undergraduate (BS, B.E, and BA) semesters' examination papers and their respective aims and objectives collected from Karachi's public and private sector universities. A total of 15 papers were collected to compare vocabulary assessing practices of public and private sector universities. The research centres on checking how well the semester papers of English General assess the vocabulary knowledge compared to devised aims and objectives. The methodology preferred to conduct the study is case study methodology under the qualitative research approach's paradigm. The findings reveal that both universities' sectors test a fraction of words on a superficial level in reading and writing skills in examinations. Both universities follow the old method of testing vocabulary, which cannot guarantee communicative competence in students. However, Public sector Universities are giving more emphasis on checking vocabulary in examination papers. The study suggests revising the overall assessment criterion and course objectives related to vocabulary, which entails updating current teaching and testing practices as a whole.

FORMATION OF THE SKILLS OF PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATION OF FUTURE TEACHERS OF FOREIGN LANGUAGES

This article examines the issues of preparing a future teacher of foreign languages for professionally oriented foreign language communication. In view of the specifics and characteristics of professionally oriented foreign language communication, teachers of foreign languages need special training, since foreign language education is both a goal and a means of teaching in professional activities aimed at developing the competence and communicative competence of students. The article presents the content, results of a pedagogical experiment through a special course aimed at the formation of these skills.

The problem-based method as a modern means of teaching English: from the experience of forming the English language communicative competence in students of Ukrainian foreign languages higher education institutions

The problem-based method as a modern means of teaching English: from the experience of forming the English language communicative competence in students of Ukrainian foreign languages higher education institutions

Foreign Language Anxiety, Motivation and Intercultural Communication Competence of Chinese Top University Students

Foreign Language Anxiety, Motivation and Intercultural Communication Competence of Chinese Top University Students