Talk Time Research Articles

Talk Time Differences Between Interregional and Intraregional Calls to a Crisis Helpline: Statistical Analysis.

National suicide prevention strategies are general population-based approaches to prevent suicide by promoting help-seeking behaviors and implementing interventions. Crisis helplines are one of the suicide prevention resources available for public use, where individuals experiencing a crisis can talk to a trained volunteer. Samaritans UK operates on a national scale, with a number of branches located within each of the United Kingdom's 4 countries or regions. The aim of this study was to identify any differences in call duration across the helpline service in order to determine whether service varied interregionally and intraregionally and to determine the impact of calls answered in the same region as the caller, compared with calls answered in a different region on the duration of calls made from landlines to Samaritans UK. Calls may be routed by Samaritans, wherein the telephony system sends the call to the next available volunteer, irrespective of location; therefore, individuals may be routed to a branch within the same region as the caller's current region (intraregional calls) or routed to a branch that is in a different region from that of the caller's current region (interregional calls). The origin of calls by region was identified using the landline prefix of the anonymized caller identifier, along with the region of the destination branch (as branch details are recorded in the call details record). First, a Levene's test of homogeneity of variance was carried out for each condition, that is, England calls and Scotland calls. Thereafter, for each condition, a one-way ANOVA or one-way analysis of means was carried out to evaluate any significant differences in call duration. ANOVA results showed that there are significant differences in call durations between intraregional calls and interregional calls (P<.001). Across all conditions within this study, callers stayed on the phone for a shorter period of time when routed to a branch that is within the same region as the call origin than if they were put through to a branch within a different region than the call origin. Statistical analyses showed that there were significant differences between interregional and intraregional calls. On average, callers to crisis helplines stayed on the phone for a shorter period of time if they were routed to a branch within the same region in which the call originated than if they were routed to a branch in a different region of origin. The findings from this study have practical applications, which may allow crisis helplines to manage their resources more effectively and improve caller satisfaction with the service.

Analyzing classroom interactions focusing on IRF patterns and turn-taking

This study aims to analyze patterns of interaction and turn-taking in the context of classroom learning using a classroom discourse analysis approach. This research focuses on understanding the communication dynamics between teachers and students and identifying dominant patterns during the learning process. The method used is qualitative, with data collection through observation using video recorder instruments in class XI SMK Muhammadiyah Mertoyudan. The research participants were a teacher and class XI students of SMK Muhammadiyah Mertoyudan, totalling 24 students, consisting of 1 teacher and 23 students. The data results show the sequences developed from the questions between teacher and student interactions. The results of this study support the view that the discursive role of the Feedback sequence in IRF (Initiation-Response-Feedback Sequence) is to develop dialogue between teachers and students. The findings of this study on the IRF pattern are that the teacher dominates the communication in the classroom 63,4% and students 36,6%. The findings indicate that the non-delivery of learning is the main problem of students' lack of understanding of the material, lack of students' ability to think critically, and responsiveness to students. These findings can be used to develop more inclusive and effective teaching strategies that pay attention to a more balanced distribution of talk time and interaction between teachers and students. This research contributes to the literature on Classroom Discourse Analysis by filling the knowledge gap on the classroom's interaction pattern and its implications for teaching practices with feedback in IRF. The results of this study can provide valuable insights for educational practitioners and help improve students' critical communication strategies in the classroom.

Measuring Real-World Talk Time and Locations of People With Aphasia Using Wearable Technology.

Measuring real-world communication participation of individuals with aphasia is complicated. Historically, this has been estimated through subjective participant or proxy self-report. To address potential inaccuracies, objective measures such as "talk time" have been proposed. Although promising, technological barriers to collecting and quantifying everyday conversations have been documented (e.g., background noise interference, differentiating recorded speakers, and operating Bluetooth applications). This study explored the use of a novel laryngeal sensor and a Global Positioning System (GPS) tracker with the objective of measuring mean talk time per hour and participant locations across three 8-hr days. Sixteen participants utilized a wearable laryngeal sensor that captures physiological mechano-acoustic signals wirelessly, without recording speech content. The sensor differentiates speech from other laryngeal movements associated with swallowing and coughing. A GPS tracker was also issued to track daily locations. Semistructured interviews regarding feasibility and acceptability were conducted with participants at the end of the data collection period. Across all participants, laryngeal sensor data were collected for a total of 38 days and GPS data for a total of 43 days, with a mean collection period of 8.21 hr (SD = 1.38) per day. Mean talk time per hour was 56.46 s (SD = 35.27). Participants were tracked at a mean of 2.09 locations daily (range: 1-6). Participants reported the devices were relatively comfortable to wear and easy to use. Preliminary findings indicated that talk time of individuals with aphasia is limited, though variable. Higher fluency ratings were related to greater mean talk time per hour and locations tracked. Results suggest wearable technology is feasible to use and acceptable to people with aphasia. In the future, wearable devices may offer innovative ways to measure communication participation. https://doi.org/10.23641/asha.26237531.

INTERACTION STRATEGIES IN THE SKILL AND CONTENT COURSES IN EFL CLASSES

Studies to reveal the factors contributing to the effectiveness of language instruction are still underway. This study disclosed the phenomenon in EFL classes focusing on the interaction strategies in skill and content courses, which use English as the target language. This study uses a descriptive qualitative method. Having been collected by observation, recording, and interview, the data were transcribed, identified, and classified, then analyzed by description, quantification, and comparison. The findings were that, despite both employing a learner-centered approach; the interaction strategies are divergent due to different instructional goals. First, in the skill courses, the students' talking time is greater than the teachers' talking time, and the opposite fact exists in the content courses. Second, the interaction patterns in the skill courses indicate more student-active learning than in the content courses. Third, directive acts were performed more in the skill classes, and assertive acts in the content classes. Fourth, the native language was used more in the content than skill classes. The implication is that the interaction strategies should be varied following the pedagogical purposes to optimize the effectiveness of language teaching in an EFL context.

Collaborative student-to-student communication during Team-Based Learning test-taking

ABSTRACT This study explores teams engaged in student-to-student collaborative test-taking. Participants were undergraduate students enrolled in 16-week Team-Based Learning (TBL) course who completed the Readiness Assurance Process four times throughout the semester. A mixed-methods approach incorporated the transcription of intragroup dialogue coded to measure the amount of verbal communication, nonevidence, evidence, and process dialogue to then quantitatively analyze how student ability influenced students’ collaborative test-taking interactions. Results demonstrate high-ability members’ contributions in talk time, evidence, and nonevidence to team conversation. Low-ability members’ offered similar contributions to test functionality process dialogue. Findings suggest intragroup communication plays a vital role in TBL, particularly in terms of how member ability enhances and detracts from discourse and accountability. The implications indicate that team members must feel empowered to communicate with peers to enhance team decision-making, and educators play a critical role in framing team discussions for collaborative test-taking when using TBL.

Student Engagement in an Online Class

The present study used descriptive research design to assess student engagement in an online class of a city college in Southern Philippines. It underscored the critical role of student engagement in shaping the various educational outcomes in an online learning environment. A sample of 239 college students were randomly selected to respond to a researcher-made questionnaire, which was pilot-tested and passed the test of validity and reliability. With at least two years’ experience of attending online classes that started during the COVID-19 era, the students’ Internet profile was characterized as having used cellphones and phone Internet to attend online classes and having spent more than 2 to 4 hours daily on the Internet for non-academic purposes. The findings of this study have further shown that the students are engaged in the cognitive, affective, and behavioral domains of online learning. Using the Kruskal-Wallis test for Likert-scale data, no significant difference was found in student engagement in an online class when grouped according to access to Internet, time use of Internet for non-academic purpose, and types of gadgets used. Based on these findings, the study has recommended the following: a) the use and mastery of teaching strategies that promote active listening, asking direct questions to the teachers, greater talking time of the students, and more interaction between teacher and students; and b) the use of breakout rooms in an online classroom for small group discussions and greater collaborative learning among students.

Stimulated recall, teacher beliefs, and teacher practices: Using structured reflective practice to examine teacher talk

AbstractTeacher talk is one of the key instructional components in English language teaching classrooms. This study used reflective practice and stimulated recall to investigate teacher beliefs and practices about teacher talk. Data came from two participants who teach English as a second language (ESL) courses at a private university in the United States. Findings of the study illustrated a disconnect between teacher beliefs and practices regarding teacher talk, suggested that quality and quantity of teacher talk are intertwined constructs that cannot be understood in isolation of each other, and highlighted the role of silent time in teacher talk. Implications for how stimulated recall through reflective practice can be used as a teacher education tool are discussed.

L'Atelier créa: a therapeutic mediation group for neonatal parents

The parents of a baby hospitalized in a neonatal unit are confronted with the trauma of premature birth. L'Atelier créa, acreatively-mediated peer group, was designed to give them a space in which to meet and share their experiences. It's a time for talking, imagining and dreaming about the baby. This group is also a form of passage, taking the place of ritual, allowing access to the parent-baby triad, in this sometimes so inhospitable universe.

Meaning Across Context: Oral Histories, Big Data, and Climate Change

Abstract The use of oral histories in social scientific approaches to climate change has enabled richly detailed explorations of the situated, meaning-laden dimensions of local experiences and knowledge. But “big data” approaches have been increasingly advocated as a means to scale up understandings from individual projects, through better utilizing large collections of qualitative data sources. This article considers the issues raised by such secondary analysis, using the NOAA Voices Oral History Archives, an online database with a focus on coastal communities and groups thought especially vulnerable to climatic changes. Coupling larger-scale methods such as text mining with more traditional methods such as close reading reveals variations across time and space in the ways people talk about environmental changes, underscoring how memories and experiences shape understandings and the subtlety with which these differences are articulated and culturally inscribed. Looking across multiple collections illuminates those shared understandings, points of contention, and differences between communities that might be obscured if decontextualized, showing the importance of “small data” approaches to big data to fully understand the deeply cultural understandings, perceptions, and histories of environmental changes such as climate change.

Analysis of Classroom Interaction Using Flander Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State

This paper examined Classroom Interaction using Flanders’ Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State. The purpose was to find out the percentage of the teachers’ and students’ talking time during classroom interaction and teacher-students characteristics during classroom interaction in Business Studies class at the College Demonstration Secondary School. The research adopted a descriptive qualitative research design. The study comprised of four teachers and 32 students of boys and girls which were purposively sampled. The observational and video recording techniques were deployed as instruments for data collection. The result found that teacher talk ratio was high, at 83.43%. Indirect teacher talk ratio was 53.37%. Moreover, direct teacher talk ratio was 31.06% while students talk ratio was 12.71% and silence or pause or confusion rate was 3.86%. The results further revealed that indirect talk was dominant than direct talk in the classroom conversation which indicated that most of the teaching-learning time was devoted to questions, lecturing and praises. The result of this research enhanced the knowledge of the teachers and Business Studies learners in the classroom. The implication was that both the teachers and students should have the willingness to participate in the classroom interaction for meaningful learning to take place. Based on the findings, it was recommended among others that Flanders Interaction Analysis Categories System should be implemented during teachers education program to be reinforced at all levels in all the classes for enhanced performance.

Flouting Grice’s Maxims in a Jordanian TV Talk Show

This study investigates flouting Grice’s maxims in Sawt Al-Mamlakah, a Jordanian TV talk show. Itaims at identifying the types, functions, and frequency of these flouted maxims. Using descriptive qualitative research, the data were analysed within Grice’s (1975) conversational maxims.The study findings reveal that all four maxims were flouted, with quantity being the most flouted, followed by relation, manner, and quality, respectively. Strategies for flouting included evading questions, providing lengthy or irrelevant responses, and sometimes creating a fun atmosphere. Communication breakdowns were not common though they were observed in a few instances. Flouting appeared context-dependent, serving various purposes like collaboration, elaboration, maintaining social relationships, politeness, image protection, expressing agreement or disagreement, satisfaction or dissatisfaction, refraining from sharing sensitive information, and emphasizing points. The study recommends further research on the same show over other periods of time and onmaxim flouting in other Arab talk shows. Keywords: Grice’s maxims, Flouting, Cooperative principle, Implicatures, TV talk show

Augmenting Early Childhood Speech Skills through Audiovisual Talk Time Playing (ATTP): A Research &amp; Development Approach

This study focused on developing, validating, and evaluating the effectiveness of the Audiovisual Talk Time Playing (ATTP) model for enhancing speech skills in 5-6-year-old children within a kindergarten environment. Employing research with development methodology, this study followed Plomp's (1997) framework through four phases: design, realization/construction, testing, evaluation, and implementation. The ATTP model was developed through a detailed analysis and synthesis of requirements for fostering young learners' speaking skills. Its practical application involved translating the theoretical model into a classroom with 15 children. The model's effectiveness was evaluated using validation sheets, model assessments, usability sheets, observation sheets, teacher questionnaires, and student learning outcome evaluation sheets. Qualitative data was collected through observations and teacher questionnaires, while quantitative data was derived from assessments of children's speaking abilities. The results indicated a significant improvement in children's communication skills, with an increased percentage of children moving from 'adequate' to 'good' speech skills categories. Educators responded positively to the ATTP model, emphasizing its practicality and effectiveness. The study concluded that the ATTP model, with its interactive and multisensory approach, is a more engaging and effective method for language development in early childhood education than traditional methodologies. However, the study's limited focus on a specific age group and setting suggests the need for future research to explore the model's long-term impacts and adaptability in different educational contexts.

Explaining and exploring the dynamics of parent-child interactions and children's causal reasoning at a children's museum exhibit.

This study examines how parents' and children's explanatory talk and exploratory behaviors support children's causal reasoning at a museum in San Jose, CA in 2017. One-hundred-nine parent-child dyads (3-6 years; 56 girls, 53 boys; 32 White, 9 Latino/Hispanic, 17 Asian-American, 17 South Asian, 1 Pacific Islander, 26 mixed ethnicity, 7 unreported) played at an air flow exhibit with a nonobvious causal mechanism. Children's causal reasoning was probed afterward. The timing of parents' explanatory talk and exploratory behaviors was related to children's systematic exploration during play. Children's exploratory behavior, and parents' goal setting during play, were related to children's subsequent causal reasoning. These findings support the hypothesis that children's exploration is related to both internal learning processes and external social scaffolding.

Influence of talking behavior of infected patients and the associated exposure risk in a ventilated negative-pressure ward

Negative-pressure isolation ward is a primary choice in preventing the spread of outbreaks and safeguarding patient recovery. Inside the ward, patients with respiratory diseases generate virus-carrying bioaerosols through breathing and talking, posing a very high risk of infection to healthcare workers. In this paper, we used numerical simulation to compare the effects of different respiratory behaviors, such as normal breathing, prolonged talking, short talking, and alternating talking, on the spatial and temporal distribution of aerosols in a ward, and to study the risk of infection for healthcare workers. It was found that a short period of time in which a patient talked in a ward increased aerosol concentrations by four orders of magnitude compared to normal breathing. In the ward with the ventilation of up-supply, or the one with side-supply, the impacts of aerosol generation from talking accounted for 62.4% and 42.6% of the total time, respectively. The overall infection risk in wards designed with side-supply ventilation was lower. Patient talking time changes did not affect high-risk areas. However, when healthcare worker and patient talked alternately, the aerosol impact time was slightly extended. In addition, the aerosols produced by talking were mainly deposited on the beds and floors, leading to higher exposure risk for healthcare workers during direct contact with beds. It is hoped that the results of this study can be used as the data basis for the study of aerosol pollution control strategies in medical scenarios, and provide useful suggestions for reducing the risk of infection.

Framework for Lean Implementation Through Fuzzy AHP-COPRAS Integrated Approach

Manufacturing industries strive hard to improve their productivity to meet the highly demanding business market. Productivity can be improved by effective use of resources, elimination of wastes, process flow enhancement, and continuous improvement. There are strategies and tools to improve productivity but industries face the problem of selecting appropriate strategies. Lean manufacturing philosophy helps the manufacturing industries to enhance their productivity aspects by identifying and eliminating the wastes using specific tools&#x002F;techniques. This article presents an integrated framework for the lean implementation process in the steel processing industry. The value stream mapping (VSM) tool is used to identify the wastes at each stage of the production process. Lean tools are identified from literature based on the wastes identified from the current state. For prioritizing the lean tools based on the positive correlation on one another, fuzzy integrated analytic hierarchy process and complex proportional assessment of alternatives are used. A future state value stream map is developed to illustrate the improvements achieved due to the implementation of selected lean tools. Comparison of present and future state VSM shows a great reduction of wastes, such as scale waste (50&#x0025;), miss roll defects (72.7&#x0025;), size variation defect (62&#x0025;), corrosion defect, and improvements in talk time and cleanliness.

Utilization of the medical oncology pager and call center: Characterizing forgotten pillars of telemedicine in the digital era.

518 Background: Oncology has entered the digital era, accompanied by changes in patient interactions and expectations involving telemedicine. While much emphasis is appropriately placed on digital interactions with patients, little is known about modern non-digital interactions with patients in oncology practices. Methods: We analyzed Medical Oncology Pager (MOP) data from 7/1/18 – 4/14/23, during which patients had access to the electronic health record and messaging capabilities. The MOP for Mayo Clinic (Rochester) is covered by the medical oncology fellows, including after hours (6PM – 7AM). It covers consults and direct patient calls after hours and during weekends, in addition to critical results back up and inpatient oncology matters at all times. We also analyzed Medical Oncology Call Center (MOCC) data since 6/1/22, which takes inbound patient calls during working hours (7AM – 6PM) and is staffed by appointment office employees. Results: The MOP received a total of 17,679 pages during the analyzed period for a mean of 10.1 pages per day. Of these, 6,319 pages occurred after hours. The most after-hours pages were received on Fridays (n=1,091) and the least on Sundays (n=701); of those years with fully available data, 2022 had the highest volume (n=1,405) (Table 1). When comparing the MOP activity pre-pandemic (7/1/18 – 3/10/20) and intra-pandemic (3/11/20 – 4/14/23), the mean number of after-hours pages per day was relatively stable with 3.47 pre-pandemic and 3.69 intra-pandemic. Since 6/1/22, the MOCC has averaged 6,464 inbound calls per month during working hours, each of which had an average talk time of approximately five minutes. The majority of inbound calls occur on Monday mornings between 9 – 11AM, with over 6,500 recorded throughout the previous year. Conclusions: Telemedicine is multi-faceted, comprised of both digital and non-digital patient interactions. We show that many oncology patients utilize telephone communication with the healthcare system despite increased availability of digital capabilities. These data have implications for addressing the digital divide for those with limited digital access, serving older patient populations unfamiliar with digital technologies, healthcare navigation, trainee responsibilities, and resource allocation. Further work and standardization in non-digital telemedicine is necessary as it remains a pillar of modern healthcare delivery and oncology practices.[Table: see text]

Students Talking Time (STT) Technique to Elevate Speaking Skills in Senior High School Students

This study investigates the efficacy of the Student Talking Time (STT) technique in enhancing the speaking skills of second-year senior high school students. Employing a Classroom Action Research (CAR) approach based on Kurt Lewin's cyclic design, the study comprises four phases: planning, acting, observing, and reflecting. Data collection methods include observations, questionnaires, and tests. The findings indicate successful implementation of the STT technique, meeting predefined criteria for success. In the diagnostic test, 12.5% of students achieved the minimal mastery level criterion of Indonesian school, rising to 43.75% in the first cycle's post-test and a remarkable 75% in the second cycle's post-test. Observations reveal increased student confidence and active participation in class discussions and conversations, reflecting improved speaking skills. Questionnaire results indicate high student interest (69.68%) in using the STT technique for speaking practice, with students acknowledging enhancements in their speaking abilities. In conclusion, this study demonstrates the effectiveness of the STT technique in enhancing the speaking skills of senior high school students, as evidenced by improved test scores, heightened confidence, and strong student interest in this teaching approach.

Effect of mobile phone radiofrequency electromagnetic radiations on oxidative stress and feeding behaviour in Sprague Dawley (SD) rats

Objectives: Radiofrequency electromagnetic radiation (RF-EMR) from mobile phones is known to produce a stress response because of its effect on hypothalamus. Mobile phones have become an integral part of our lives with increasing usage not only in terms of number of users but also increase in talk time. The present study aimed to study the effect of mobile phone radiofrequency electromagnetic radiations on oxidative stress and feeding behaviour assessment in Sprague Dawley (SD) rats. Materials and Methods: Twelve male SD rats of 10–12 weeks old, weighing 180–220 g, were housed and allowed to acclimatise in a room with 12:12 h light-dark cycle with ad libitum amount of food and reverse osmosis (RO) water before the start of the study. Then, rats were divided into control and RF-EMR exposed groups, and everyday feed intake and body weight were measured. At the end of the study period, blood sample was collected through retro orbital puncture for biochemical investigations. Results: The present study showed significant increase in malondialdehyde and serum corticosterone levels and decrease feeding behaviour in rats exposed to RF-EMR in rats exposed to RF-EMR. Conclusion: This study proves that mobile RF-EMR causes oxidative stress and oxidative damage leading to decreased feeding behaviour in SD rats.

Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view

Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo &amp; Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin’s (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers’ follow-up moves may have also played a role in the limited success of higher-order thinking questions.

APPLYING CTL MODEL TO ACTIVATE STUDENTS’ ISLAMIC WORLD PARTICIPATION IN SPEAKING CLASS AT ENGLISH EDUCATION PROGRAM

In English Education Program, Speaking Class starts at Semester I until Semester IV. It starts from Speaking for Basic Communication, Speaking for Interpersonal Communication, Discourse Speaking, and Academic Speaking. In semester IV the students are expected to be able to communicate in local, national, or even international settings about enable Islamic world, economic, social, environmental and politic issues. However, speaking skill is not easily obtained. There are some factors that make speaking class is not maximal. It might be caused by class setting, teaching method, teaching materials, students’ knowledge or even students’ Islamic world sinterest. Further, getting speaking skills for all students in the classroom is not easy as they often face uneven participation Islamic world, little talking time as certain students dominate the class. Thus, it is the lecturer’s role to set the speaking activity students’ Islamic world that can facilitate both the active speakers and silence speakers. The silence speakers need to practice speaking in low-pressure situation such as in small group before practicing in high-pressure situation like presentation in class. This research aims to describe the way to apply CTL model to activate students’Islamic world participation in Speaking Class. Through CTL the lecturer relates the learning materials and students activities that are relevant to their needs in their real life. The researcher chooses issues on enable Islamic world, economy, social, and environment for the topic of the discussion and he used prolem-solving approach. The population of the research is the fourth semester of English Education Study Program in the academic year 2017/2018. The total number of population is 66 students enable Islamic world which consist of 2 classes. The researcher took population sampling in this research. The instruments used in the research were classroom observation and questionnaire. The data were analyzed through descriptive analysis. Based on the finding and the discussion, the conclusion can be drawn that CTL model is able to activate students’Islamic world participation in Speaking Class of the fourth Semester of English Education Program in academic year of 2017/2018.