Use Of Communication Strategies Research Articles

The Influence of Communicative Strategies in Social Media Discourse on the Development of Communication Conflicts

The article analyzes the use of communication strategies in social media discourse. The paper highlights the significant impact of such strategies on audience engagement, public opinion, and corporate image. The study is relevant and vital in the digital era since social media serve not only as a means of information exchange but also as powerful tools for influencing opinions, decisions, and behavior. The study aims to systematically analyze and evaluate the effectiveness of various communication strategies used in multiple sectors. According to the study, there is a significant correlation between online strategies and offline users' behavior. It is reflected in the way digital content influences people's real actions and decisions as far as purchases and consumer behavior to participation in civic and political initiatives. These findings emphasize the need to integrate online and offline components in the planning and execution of marketing and communication strategies, as well as the importance of adapting to the changing digital environment.

The Curious Personality Cult of Abu Bakr Al-Baghdadi: At the Crossroads of Religion, Politics, and Communication Strategies and Technologies

Abstract This paper studies the construction of the personality cult of Abu Bakr al-Baghdadi, the deceased leader of the Islamic State (is) organization that ruled large territories in Iraq and Syria in the mid to late 2010s. Examining a range of is primary sources, I argue that al-Baghdadi sought to develop a distinct personality cult by cultivating auras of holiness and mystique around his personae. While he flaunted putatively exceptional religious leadership credentials, it is al-Baghdadi’s use of communication strategies and technologies for projecting his personality cult that distinguishes his case and this study. Al-Baghdadi sought to strategically mystify himself by rarely appearing in public and largely avoiding visual self-revelation in the media messages he released. Ultimately, given his defiance of regional and international powers and his group’s notoriety, al-Baghdadi’s low visibility and self-enigmatization worked to his advantage by generating much interest about him among supporters and the global media.

Support-Seeking Strategies, Family Communication Patterns, and Received Support Among Chinese Women with Postpartum Depression: A Content Analysis of Zhihu Posts

ABSTRACT The incidence of postpartum depression (PPD) among Chinese women surpasses the global average, and this disparity is closely associated with the level of social support they receive. Using Sensitive Interaction Systems Theory and Family Communication Patterns Theory as guiding frameworks, we conducted a content analysis of 705 posts gathered from the hashtag #PPD (chanhou yiyu) on Zhihu, a popular Chinese social media platform. Our findings reveal that postpartum women primarily seek social support from their husbands and mothers-in-law through indirect nonverbal and direct verbal communication strategies. They tend to receive more problem-focused support than emotion-focused solace. Moreover, the use of direct verbal communication strategies promotes potential support providers’ problem-solving behaviors, while the use of indirect nonverbal strategies elicits their avoidance behaviors. In addition, the conversation-oriented family communication pattern strengthens the positive association between direct verbal communication and support-providing behaviors, whereas the conformity-oriented family communication pattern weakens this relationship. This study contributes to the applicability of the abovementioned theories in the Chinese context and provides insights for future interventions aimed at addressing PPD among women.

Use of Crisis Communication Strategies by Food Bank Network During a Global Pandemic

Abstract During the novel coronavirus pandemic (COVID-19), nonprofits needed to quickly rethink their strategies concerning the sustainability of their organizations along with communication regarding the crisis. The pandemic presented unique opportunities for understanding how service-oriented nonprofits, who must share timely and accurate information across stakeholders and work closely with partner organizations, can deliver services during crisis periods. Utilizing a case study approach, the focus of this study is the impact of COVID-19 on the Federation of Virginia Food Banks (FVFB), which is a 501(c)(3) nonprofit state association of food banks affiliated with Feeding America, by examining the use of crisis communication strategies utilized or not-utilized during the crisis response and recovery activities. The findings present practical implications for nonprofit organizations and their crisis response and recovery networks and a better understanding of the needs for nonprofit organizations to engage in crisis communication planning for diverse crises and planning resources.

تأثير الكفاءة الاستراتيجية على محادثات طلاب الجامعات العراقية في مجال اللغة الإنجليزية كلغة أجنبية

Conversation is the most fundamental means we have of interacting with others. Through conversation, people share information, form relationships, solve problems, and accomplish a multitude of everyday goals. Thus, writing and speaking are one of the more traditional aspects of effective communication.
 Strategic competence is one of the competencies that contribute in communicative competence. It is the ability to convey information to a listener and correctly interpret information received. It includes the use of communication strategies to solve problems that arise in the process of conveying the information.
 Thus, the current study aims to evaluate EFL students' conversational performance in accordance to competence in the written and spoken conversation. In order to accomplish these objectives, the following research questions are formulate: Is there statistical significance in strategic competence as a general dimension between university students' performances at Tikrit and Samarra universities? Is there statistical significance among Iraqi EFL university students' conversational performances in strategic competence at both spoken and written levels? To achieve these research questions, the following aims are posed: Identify and compare influences of strategic competence on Iraqi EFL university students' conversational performance between two universities (Tikrit and Samarra). Moreover, Identify and compare strategic competence levels in spoken and written acts between the two universities (Tikrit and Samarra).
 Conversation is the most fundamental means we have of interacting with others. Through conversation, people share information, form relationships, solve problems, and accomplish a multitude of everyday goals. Thus, writing and speaking are one of the more traditional aspects of effective communication.
 Strategic competence is one of the competencies that contribute in communicative competence. It is the ability to convey information to a listener and correctly interpret information received. It includes the use of communication strategies to solve problems that arise in the process of conveying the information.
 Thus, the current study aims to evaluate EFL students' conversational performance in accordance to competence in the written and spoken conversation. In order to accomplish these objectives, the following research questions are formulate: Is there statistical significance in strategic competence as a general dimension between university students' performances at Tikrit and Samarra universities? Is there statistical significance among Iraqi EFL university students' conversational performances in strategic competence at both spoken and written levels? To achieve these research questions, the following aims are posed: Identify and compare influences of strategic competence on Iraqi EFL university students' conversational performance between two universities

Investigating English textbooks used in Taiwanese senior high schools from an ELF perspective

English textbooks are the major learning resources for Taiwanese students to gain access to the target language. This study examines the English textbooks used in senior high schools (Grade 10 to Grade 12) in Taiwan from the perspective of English as a lingua franca (ELF). To prepare students to use English for international communication, it is worthwhile to examine how English textbooks incorporate an ELF orientation. Through textbook analysis, I investigated the following questions: (1) how the English textbooks used in senior high schools in Taiwan integrate an ELF perspective, and (2) how ELF attributes are manifested in the textbooks through various subject matter, exercises, and activities. The study finds that the examined textbooks partially incorporated an ELF orientation, and the ELF attributes were manifested to different extents. The main ELF attributes in the textbooks were helping learners understand the use of ELF and encouraging English use in relation to learners’ experiences and localities. Additionally, the study reveals that the ELF attributes were displayed in various types of activities and exercises, while the subject matter of the textbook units covered a wide range of topics. In light of the findings, I make suggestions for the development of ELF-oriented textbooks at the senior high school level, such as helping English learners to understand the use of ELF by introducing English varieties, encouraging the use of intercultural communication strategies, taking into account of learners’ experience in learning English, and promoting learners’ awareness of ELF.

Enhancing EFL students' speaking confidence: The role of explicit communication strategy training

One of the most challenging aspects of being an EFL teacher is coping with reticent students who are largely unwilling to communicate. This mixed-methods single case study, conducted with volunteer preparatory class students experiencing speaking anxiety at a Department of English Language and Literature in Turkey, aims to determine whether explicit training in communication strategies alleviates English-major students' speaking anxiety. The study employs a pre-posttest experimental research design and combines qualitative and quantitative research methods. Both verbal and numerical data indicate that the students' use of communication strategies, language production, and classroom participation are relatively higher compared to their levels before the strategy training. The results suggest that strategy training can effectively reduce EFL speaking anxiety among students. Accordingly, the study provides valuable insights for educators, practitioners, and program designers aiming to enhance students' oral communication skills in EFL settings.

Explicit Training in Systematic Communication Strategies: A Pilot Study Exploring the Incorporation of Communication Tools by First-Year Residents in Simulation and in Clinical Practice.

Educational approaches for training physicians in clinical communications vary, and whether physicians apply the communication skills they learn or find them useful in the clinic is not well known. The aim of this study was to determine how first-year residents who received explicit instruction in 7 communication strategies would apply them in a simulation exercise and in clinical practice. First-year Internal Medicine residents at an urban teaching hospital received instruction in 7 systematic communication strategies: Ask-Tell-Ask, Teach-back, open-ended questioning, NURSE, open body language, pausing, and plain language. Residents were evaluated on their use of specific communication behaviors associated with the 7 strategies during a simulation exercise of disclosing a medical error to a standardized patient. Control group residents who did the simulation before attending the training program and training group residents who did the simulation after the training were compared. Residents were queried 6 months after the training program on their use of communication strategies during clinical practice. A total of 27 residents participated (n = 13 control group; n = 14 training group). The training group performed behaviors for "establishing patient understanding" significantly more often than the control group. Both groups used non-verbal communication and behaviors for addressing patient emotions at similar levels. Of the 24 residents who responded to the 6-month follow-up questionnaire, 24 (100%) reported using Ask-Tell-Ask, open-ended questioning, and Teach-back, and 22 (92%) reported using NURSE statements and non-verbal communication. Most respondents reported using the strategies in clinical practice often or very often (79%) and found the strategies useful or very useful (96%). Providing explicit instruction in systematic communication strategies, particularly those focused on establishing patient understanding, may be an efficient approach for helping early career physicians develop effective communication skills that can be readily implemented during clinical training and practice.

Early Intervention for Children with Cleft Palate Using Language ENvironment Analysis

Objectives: This study aimed to verify the effectiveness of early intervention for children with cleft palate using the Language ENvironment Analysis (LENA), and to investigate whether LENA’s automated measures reflect the effects of early intervention.Methods: Thirteen children with cleft palate (CP) and their parents participated in all sessions of an early intervention program. Twelve children with CP and their parents were involved as a control group, participating only in pre- and post-intervention assessments. The intervention included five direct training sessions and interventions implemented by parents at home for 3 months. As part of the training, parents were instructed to record a one-day LENA recording before and after the assessments and during each session of direct training. During these sessions, parents reviewed their language stimulation and interaction skills, analyzing the results of automated LENA measures reflecting the language environment.Results: Children in the intervention group demonstrated a significantly greater change in expressive vocabulary size and consonant inventory after the intervention. Parents who received training exhibited significantly increased contingent utterances, such as imitation, expansion, and recast, in response to their children’s communication acts compared to those who did not receive the training. Children who received early intervention exhibited a significant improvement in conversation turn counts and child vocalization counts, as measured by automated LENA measures.Conclusion: The results support that using LENA technology can improve early intervention for children with CP. LENA measures can monitor positive changes in children’s speech-language development and parents’ use of communication strategies.

Contrastive Study of Lexical Profiles of International and U.S. Lectures Delivered in English

International academic contexts where English is used as a lingua franca (ELF) have become ubiquitous. ELF lectures have been studied from a number of perspectives, but they have not been lexically profiled. We depart from the assumption that the lexical profile of academic lectures delivered in international settings may differ from that of lectures delivered in Anglophone contexts, and that these differences have pedagogical implications for the teaching and learning of academic English from an ELF-perspective. We lexically profile a corpus of fifty university lectures delivered in English in five European countries and compare them against sixty-two lectures delivered in English in the U.S. We find that 3,000 words are needed for good listening comprehension in both sets of lectures, while ideal comprehension is reached at 11,000 words for international and 7,000 words for U.S. lectures, which suggests differences between the two in terms of variation in low-frequency vocabulary. Some function words are much more frequent in international than in U.S. lectures. International lectures also feature less high-frequency and more mid-frequency academic vocabulary than U.S. lectures. These differences mostly reflect the use of ELF-specific communicative strategies in international lectures. Focusing on them and potentially making academic ELF-specific word lists may ensure the more efficient teaching of academic English from an ELF-perspective.

Teacher perspectives on the use of augmentative and alternative communication systems for learners with complex communication needs

For learners with complex communication needs (CCN), teachers in special schools are encouraged to use a variety of communication techniques to help them participate in various classroom activities. Studies show limited data on the use of effective augmentative and alternative communication (AAC) strategies in special schools. The primary purpose of this study was to describe teacher perspectives on the use of AAC devices that they use in their classrooms in rural areas. We employed a qualitative methodology that included in-person interviews and focus groups. The focus group and face-to-face sessions each had 3 and 8 participants, respectively. Three main themes, namely modes of communication, training, and challenges and 12 subthemes were identified. We found that teachers employed pictures to improve communication of learners with CCN. We also discovered that since teachers didn’t use speech generating devices (SGD) frequently, they had trouble using them. The use of SGDs, one of the assistive technology tools that could be used to improve communication of learners with CCN, requires extensive teacher training, according to research. Further research is required to establish the efficacy on the use of AAC devices in special schools in rural areas.

The Use of Communication Strategies in The Context of English Teaching

In the context of English teaching and learning, teachers can employ communication strategies to facilitate students' comprehension of the study material. The aim of this study is to outline the categories of communication strategies used by an English teacher at SDN 2 Jatiluwih. This investigation takes a descriptive qualitative approach, focusing on an English teacher within the SDN 2 Jatiluwih setting. During the observations in the 6th grade English class in SDN 2 Jatiluwih, the teacher not only use simple English but also employed body language. Moreover, the students there were quite unique because they tended to use the Indonesian language. Therefore, the teacher, in this case, it was required to use various communication strategies in teaching. The theoretical framework for this study relies on Dornyei's communication strategies theory. The research outcomes reveal that the teacher employed five distinct communication strategies in the classroom to support student learning, namely stalling or time-gaining strategies (1.724%), literal translation (1.724%), prefabricated patterns (5.17%), non-linguistic signals (12.07%), and code-switching (79.31%).

Exploring indirect communication strategies in the educational organisation: perspective from Jakarta, Indonesia

This study investigates the use of indirect communication strategies within an educational institution in Jakarta, Indonesia, focusing on discussing their significance in achieving communication objectives within professional contexts. The primary emphasis is on how these indirect communication strategies are applied to cultivate supportive relationships and create a favourable professional environment within educational settings. The following research questions guide the ethnographic study: 1) How are indirect communication strategies employed in educational organisations? and 2) What factors influence the adoption of these communication strategies? This research utilised four data collection methods: participant observation, in-depth interviews, focus group discussions, and document analysis. Participants in this study included school principals, vice-principals, teachers, support staff, students, and parents from a state primary school in Jakarta, Indonesia. The study's findings reveal that indirect communication strategies are predominantly employed to achieve various communication objectives, such as conveying humour, expressing frustration, delivering implied messages, seeking assistance, and expressing uncertainty. These strategies are deeply rooted in the cultural context, particularly influenced by Betawi culture, which strongly emphasises preserving social harmony and promoting respectful interactions. Several influential factors, including shared cultural values, power dynamics, and age, were identified as elements affecting the adoption of these indirect communication strategies.

Elevating community voices through inclusive science communication: a case study of the We are Water program in the Southwestern United States

Science communication plays a pivotal role in cultural engagement and life-long science learning. However, historically marginalized communities remain undervalued in these efforts due to practices that prioritize specific individuals, such as those who are affluent, college-educated, able-bodied, and already scientifically engaged. Science communicators can avoid these practices by acknowledging the intersecting historical and cultural dimensions surrounding science beyond those of the majority culture and practicing inclusive science communication efforts. Here, we define and describe the importance of inclusive science communication and outline how we use an asset-based community engagement framework in a place-based education program's communication practices with rural communities in the Southwestern United States. We describe how we designed our communication spaces, found our voice, and effectively communicate with non-English speaking and bilingual communities. We provide examples from the We are Water program, demonstrating how we utilize inclusive science communication practices to engage more widely with diverse communities and create space for community voices to be heard and shared. We conclude that the use of inclusive science communication strategies and an asset-based community engagement framework has allowed the We are Water program to connect with rural communities while communicating in a way that elevates historically marginalized voices, creates space for communities to share their own experiences through memories and stories, and honors diverse perspectives and ways of knowing.

Crisis Management and Communication in Public Relations

In the era of globalization, the implementation of crisis management has become essential for ensuring the long-term viability of any organization. This paper seeks to provide novel qualitative findings regarding the significance of public relations in crisis communications strategies within organizations. This paper makes a significant contribution by offering a comprehensive review of the use of comprehensive crisis communication strategies throughout the governmental and corporate sectors across specific disciplines. The researcher employs a theoretical framework on problem management to examine the function of public relations in the context of strategic communication planning. The essay examines the function of public relations in strategic crisis communication, focusing on the viewpoints of public relations managers inside these businesses. The study included the use of 19 comprehensive electronic interviews to gather data from public relations managers working as public relations business consultants as well as in the governmental and commercial sectors. This study examines the many possibilities and problems associated with the implementation of strategic crisis communication planning within public relations departments. The article suggests that there is room for improvement in the implementation of crisis communication planning inside organizations. It emphasizes the need to integrate crisis communication planning with proactive communication techniques in the field of public relations, as opposed to relying only on reactive methods. In summary, the essay provides a comprehensive theoretical analysis and practical insights on the enhancement of public relations' role in strategic crisis communication planning inside an organization.

Impact of Teaching Oral Communication Strategies to Engineering Students at a South-Western Nigerian University

This study sought to examine the impact of teaching oral communication strategies on a cohort of ESL learners studying at the engineering faculty of a university in Lagos State of Nigeria. A quasi-experimental design was adopted to identify the cause-and-effect relationship between the teaching of oral communication strategies and the participants’ use of those strategies. Hence, an English-speaking task was administered twice to a group of seven undergraduate engineering students who, through snowball sampling, were non-randomly chosen from the engineering faculty at the aforementioned university. In-between the two phases of the speaking task, a four-hour training session on the use of oral communication strategies was conducted. Data were then collected through the participants’ responses to the spoken task and were transcribed and coded according to Tarone’s communication taxonomy. Using an independent sample t-test to analyse the data, the findings revealed a statistically significant increase in the participants’ use of oral communication strategies after the training. This implies that teaching oral communication strategies is impactful in improving the participants’ English-speaking competence. The research is concluded with a recommendation for further studies with large samples for more generalisable findings. This research will inform language education policy makers of the need to heighten second language learners’ and teachers’ awareness of oral communication strategies use via their incorporation in the language curriculum.

Affordances of code-switching in Polish–Australian families: An exploration of language ideologies, practices and management

Aims and objectives: As there remains a paucity of research into the use of communication strategies in Polish transnational communities, this paper seeks to delineate the code-switching practices of Polish-speaking families residing in Australia. The tripartite framework of Family Language Policy has been applied for the analysis of affordances of code-switching patterns. Methodology: Based on the data collected through the online questionnaire supplemented with in-depth interviews and observations, a qualitative analysis has been conducted to obtain the sociolinguistic picture of the code-switching practices. Data and analysis: The interviews and discussions during the observations were recorded, transcribed verbatim and coded according to the Grounded Theory Approach. The recurrent themes were noted. The existing patterns were conceptualised through the process of constant comparison. Findings and conclusions: The conducted study draws our attention to the fact that Polish speakers in Australia differ from speakers of other heritage languages. Language management efforts through a great exposure to Polish translates to HL proficiency, maintenance and the degree of bilingualism, as well as the rate of code-switching. All joint family and extracurricular activities organised by Saturday schools and cultural centres augment the HL retention despite the constant attempts to code-switch among the young family members. Originality: This paper delves into how Polish is maintained as a HL among Polish-speaking immigrants to Australia and their offspring. It explores one of the well-established yet understudied communities that makes up multicultural Australia. It unfolds an account of the dynamics of code-switching, illustrating how its affordances are utilised to foster communication.

Pediatric Resident Communication of Hospital Discharge Instructions.

Suboptimal provider-parent communication contributes to poor parent comprehension of pediatric discharge instructions, which can lead to adverse outcomes. Residency is a critical window to acquire and learn to utilize key communication skills, potentially supported by formal training programs or visual reminders. Few studies have examined resident counseling practices or predictors of counseling quality. Our objectives were to (1) examine pediatric resident counseling practices and (2) determine how formal training and presence of discharge templates with domain-specific prompts are associated with counseling. We conducted a cross-sectional survey of a convenience sample of residents in the American Academy of Pediatrics Section on Pediatric Trainees. Outcomes included resident self-report of frequency of (1) counseling in domains of care and (2) use of health literacy-informed counseling strategies (pictures, demonstration, Teach Back, Show Back) (6-point scales; frequent = often/usually/always). Predictor variables were (1) formal discharge-related training (e.g., lectures) and (2) hospital discharge instruction template with space for individual domains. Logistic regression analyses, utilizing generalized estimating equations when appropriate to account for multiple domains (adjusting for resident gender, postgraduate year), were performed. Few residents (N = 317) (13.9%) reported formal training. Over 25% of residents infrequently counsel on side effects, diagnosis, and restrictions. Resident reported use of communication strategies was infrequent: drawing pictures (24.1%), demonstration (15.8%), Teach Back (36.8%), Show Back (11.4%). Designated spaces in instruction templates for individual domains were associated with frequent domain-specific counseling (adjusted odds ratio [aOR] 4.1 [95% confidence interval: 3.5-4.8]). Formal training was associated with frequent Teach Back (aOR 2.6 [1.4-5.1]) and Show Back (aOR 2.7 [1.2-6.2]). Lack of formal training and designated space for domain-specific instructions are associated with suboptimal counseling at discharge by pediatric residents. Future research should focus on determining the best mechanisms for teaching trainees communication skills and optimizing written instruction templates to support verbal counseling. [HLRP: Health Literacy Research and Practice. 2023;7(4):e178-e186.].

Exploring Communication Practices in Italian Physiotherapy: Knowledge and Use of Effective Communication Strategies-A National Descriptive Study.

This study aimed to investigate the knowledge and use of effective communication strategies among Italian physiotherapists. We utilized a questionnaire consisting of 19 questions to collect data on the knowledge and use of effective communication strategies among Italian physiotherapists. The results revealed that only 35.8% of the respondents reported being aware of communication strategies related to physiotherapy, with their first exposure occurring during their three-year degree. Despite the majority of respondents agreeing that communication is an effective strategy for improving patient adherence, only about half reported making moderate use of open-ended questions and metaphors during treatment sessions. Furthermore, more than half of the respondents reported being unaware of Motivational Interviewing. The results of this study found that there is a consensus among Italian physiotherapists about the importance of effective communication in clinical practice, though the knowledge and application of some communication strategies remain limited. These findings suggest that there is room for improvement in the training and education of physiotherapists in Italy, with a need for greater emphasis on communication strategies in the university educational curriculum, starting from the bachelor's degree.

Linguistic Intervention Strategies Speech-Language Pathologists Use With Children Using Cochlear Implants.

The aim of this study was to explore the strategies that speech-language pathologists (SLPs) use during their linguistic interventions on children with cochlear implants (CIs). The sample comprised 7 SLPs in interactions with 62 children, 31 with CIs and 31 with typical hearing (TH), from 5 to 7years of age. Two linguistic activities were used: conversation and naming. With children with CIs, the SLPs used 3.8 times more adaptation strategies and 5 times more educational strategies in the conversation activity, and 1.4 times more educational strategies in the naming activity than with children with TH. Communication strategies were significantly more frequent in the conversation activity than in the naming activity while educational strategies were more frequent in the naming activity than in the conversation activity. The auditory age of children with CIs also influenced the use of these two types of strategies, increasing the use of communication strategies by 0.6% and decreasing the use of educational strategies by 1.2% for each month of increase in the auditory age. In order to foster linguistic development, the SLPs used a wide variety of strategies with the children with CIs, adjusting them to the activity and the auditory age.