Use Of Communication Strategies Research Articles

Use of Second Language Communication Strategies to Teach Autonomy in Speaking: A Study of Indonesian EFL Learners’ Use of Second Language Communication Strategies

This ponder pointed at exploring how regularly Indonesian EFL learners utilized moment dialect (L2) communication techniques and how their instructing influenced both their independence in talking and talking accomplishment after treatment. A few 33 understudies of the English Office, Universitas Lampung, Indonesia, were included in this ponder employing a one-group pretest-posttest quasi-experimental plan. The information of this think about was collected through talking tests and surveys. The collected data were analyzed utilizing graphic measurements and matched test t-tests. Comes about appears that, to begin with, we recognized six L2 communication techniques (circumlocution, guess, comparison, representation, word coinage, and foreignizing) utilized by the learners. Moment, in common, there was an expanded utilization of the techniques in, or the positive impact of the procedures on, their learning independence in talking and their talking accomplishment. These discoveries are practically noteworthy primarily to supply instructors with input within the Indonesian school setting to apply communication techniques that suit understudies conceivably.

Language and culture in health communication in an emergency context: do health practitioners and patients talk differently about uncertainty and risk?

ObjectiveTo explore how expressions of uncertainty are used and understood by patients and their health practitioners (HPs) in language-concordant vs. language-discordant consultations and to invoke CAT to identify the use of communication strategies, with a focus on HPs.MethodsThis qualitative study encompassed 15 transcribed video and audio recordings of medical consultations between monolingual and bilingual patients and HPs captured in an Australian Emergency Department (ED). HPs and patients also completed a Language Background Questionnaire (LBQ). The main outcome measures included the number and type of expressions of risk and uncertainty used by patients and HPs and the strategies used by HPs to accommodate their patients' conversational needs.ResultsA total of 15 representative conversations were analyzed, involving two bilingual and two monolingual HPs and 14 patients (of whom five were bilingual). All conversations contained epistemic expressions (e.g., probably), which were used more frequently by patients and more often by bilingual patients. HPs accommodated the patients effectively overall, but some bilingual patients showed difficulties in their understanding.ConclusionAll interlocutors expressed uncertainty to varying degrees. The greater use of uncertainty expressions by (bilingual) patients suggests that HPs could increase their communicative effectiveness by attending specifically to their patients' uncertainty talk. Such talk may reflect a need for reassurance. For culturally and linguistically diverse patients, it may reflect issues with comprehension.

An Investigation of the Causes of Conflicts between Teaching Staff and Principals in Public Secondary Schools in Rachuonyo South Sub-County, Kenya

Communication is the nervous system of an organisation, and its success depends very much upon the coordinated efforts of people working at different levels to achieve a common goal. Conflict, on the other hand, is an expression of hostility, antagonism and misunderstanding between the staff members. Most of these conflicts occur in secondary schools, middle-level colleges, and tertiary institutions MOE (2002). The Ministry of Education report indicates that in spite of the government policies put in place, there has been an upsurge of unrest in schools, together with strikes by teachers and high rates of transfers of principals and teachers in the recent past. This paper investigates the causes of conflicts between teaching staff and principals in public secondary schools in Kenya. This study was carried out in Rachuonyo South Sub County in Homabay County, Kenya. The objective of the study was to investigate the causes of conflicts between teaching staff and principals in public secondary schools in Rachuonyo South Sub-County in Homabay County. A mixed methods approach consisting of a survey questionnaire and interview schedules involving 62 survey participants and 4 in-depth interviews with the principals and teachers was adopted. Quantitative data was sought using questionnaires and were analysed using Statistical Package of Social Sciences, while qualitative data from interviews with the principals were analysed by narrative analysis. The findings of the study revealed that Poor communication and competition for limited resources were the main causes of conflicts between teaching staff and principals. It was revealed further that the conflicts were purely work-related. Based on this, it is recommended that there is a need to offer training to both teachers and principals on the use of the best communication strategies for conflict management so as to help in the management of conflict in schools. In addition, there is a need to take teachers and principals for workshops and seminars on professionalism in order to minimise work-related conflicts.

Adaptive social media communication for web-based accountability

A growing body of research has explored the emergence of new digital forms of public accountability. Studies in this area show how digital technologies are equipped to support more participative information-sharing and provide dialogic tools for interactions with forums. However, no research has yet examined how to engage forums and enable web-based accountability relationships. We address this gap by highlighting the need to adapt social media communication strategies for topic-specific discussions. Our analysis builds on a database containing 25,485 posts extracted from social media platforms used by 13 Polish municipalities and focuses on two different matters of discussion: posts related to public health during the COVID-19 pandemic and non-COVID-19 related posts. Moreover, during the analysis, we consider two social media communication strategies: passive and participatory. Our findings indicate that both communication strategies can generate forum engagement, which subsequently supports web-based accountability. They also demonstrate that, to support forum engagement, municipalities should avoid one-style-fits-all approaches to communication and instead tailor strategies to the specific subject of discussion. This study contributes to expanding academic debates on web-based accountability by illustrating how the use of social media communication strategies can help engage citizens in public forums to enhance accountability relationships.

Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance.

This study investigated the effects of mobile-supervised question-driven collaborative dialogues (QDCDs) on reducing lower-intermediate-level English as a foreign language (EFL) participants' tendency of their first language (L1) use in academic collaborative dialogues and on improving their academic foreign language (L2) oral performance. Throughout a whole semester, one group (n = 20) was involved in a mobile-supervised QDCDs intervention and a control group (n = 26) was involved in QDCDs with no supervision. Three semi-open-ended and three closed-ended academic questions were used to elicit pre-and post-study oral performance data from the participants. Independent-samples t-tests showed that after the intervention, the mobile-supervised group outperformed its control counterpart in a statistically significant manner in terms of Non-repeated L2 word production (NRW), T-unit count (TC), and Mean Length of Run after pruning (MLRP). The intervention group also significantly reduced their dependence on their L1-based speaker compensatory communication strategies (SC-CSs) in QDCDs. These results suggest that the intervention group outperformed the control group in their L2 academic oral performance and their language use tendency moves toward the L2 during QDCD. Based on the findings, we conclude that, even though L1 oral output may temporally enhance the quality of lower-intermediate-level EFL learners' tasks, it may inhibit their academic oral proficiency development in the long run. Methods for fragmental bilingual oral output analysis are introduced. Pedagogical implications of the findings for MALL are also discussed.

An Investigation into the Use of Oral Communication Strategies by Senior Kurdish EFL University Students

An Investigation into the Use of Oral Communication Strategies by Senior Kurdish EFL University Students

Political Communication Practice of Cipayung Student Organization Kupang- NTT Province

This study aimed to determine the practice of political communication carried out by the Cipayung student organization in the city of Kupang, East Nusa Tenggara Province. The research method used is qualitative with a case study approach. Data collection techniques in this study were in-depth interviews, observation, and documentation. Interviews were conducted with five key informants who are representatives of five organizations. The results of the study show that the practice of political communication carried out by the Cipayung student organization in the city of Kupang, East Nusa Tenggara Province, is implied through rhetorical messages in the nuances of a Political campaign that aims to build mutual understanding/agreement which will be strengthened through formal talks in meetings/political assembly in order to produce certain political decisions/attitudes. A number of things took place during the use and development of political communication strategies practiced by the various student organizations in their capacity as pressure groups. The various aspects include the construction of political messages, the choice and use of political communication media, the implementation of the political communication function, the obstacles faced in political communication, and the adoption of Information and Communication Technology innovations in the implementation of political communication.

Investigating English Teachers’ Communicative Strategies and Learning Feedback in Constructing Classroom Discourses of EFL Learners

Communication refers to the process of exchanging information between individuals, namely the sender and the receiver, with the aim of achieving mutual understanding. In an educational setting, communication strategies serve as a blueprint for how information is exchanged. In particular, the use of effective communication strategies by teachers is critical in constructing classroom discourse in English as a Foreign Language (EFL) classrooms. Such strategies and feedback from teachers are indispensable for students to enhance their abilities and performance in the classroom. Classroom discourse plays a vital role in the learning process, and teachers should consider it during the teaching and learning process. Consequently, this study aims to investigate the communication strategies utilized by teachers in constructing classroom discourse in EFL classrooms, as well as the types of feedback they employ to maintain interaction with their students during teaching and learning processes. To collect the required data, the researcher conducted qualitative descriptive research, using interview notes, note-taking, and observation. The participants were male and female English teachers who taught at different grade levels, including tenth and eleventh grades. The researcher interviewed English teachers regarding their communication strategies and the types of feedback they use during teaching and learning processes. The findings revealed that teachers employed five types of communication strategies, including literal translation, code-switching, nonverbal signals, fillers and hesitation-gambits, self and other-repetition, and appeals for help. The results indicate that the use of such strategies is effective in improving students' performance and ability in class. Additionally, the feedback that teachers use during teaching and learning processes can be categorized into two types, namely oral and visual feedback, which can be given on an individual or group basis.

Developing and measuring interpersonal communication in the online second language (L2) spanish classroom

This paper examines the use of technology in the development and assessment of interpersonal communication skills in an online second language (L2) Spanish classroom. The study explores the use of synchronous and asynchronous communication tools and strategies to promote interaction among learners, while also considering the challenges and limitations of assessing interpersonal communication skills in an online setting. The results of the study provide insights into effective evaluation methods for measuring the progress of L2 Spanish learners in the area of interpersonal communication.

Exploring Direct and Indirect Strategis in Communication: The Case for ESL Learners

There are many forms of communication. The sender can choose different forms of communication to send different messages for different reasons. Whatever form of communication, one thing remains important-communication strategies. The use of appropriate communication strategies ensures that the information is conveyed. The sender (of the information) needs to negotiate meaning so that that message gets understood. Do learners use different categories of communication strategies? This study is done to explore perception of learners on their use of communication strategies. Specifically, this study is done to explore how learners perceive the use of direct and indirect communication strategies. This study si also done to investigate if there is a relationship between direct and indirect communication strategies. The instrument used is a survey with three sections. The first section is the demographic profile. The second and their sections are about direct and indirect communication strategies respectively. This study has shown that learners resort to a variety of communication strategies to get their message across. The use of direct and indirect communication strategies give an impact to how the message is received. The findings bear interesting pedagogical implications in the teaching of oral communication in the language classroom.

A Multi-Topic Bystander Intervention Program for Upper-Level Undergraduate Students: Outcomes in Sexual Violence, Racism, and High-Risk Alcohol Situations.

Few bystander intervention trainings programs have evaluated behavioral outcomes in previously trained upper-level undergraduate students. Rigorous study designs are necessary to understand how multi-topic programs influence student outcomes to intervene against sexual violence, racism, and high-risk alcohol situations. A single-session bystander training for emphasizing communication strategies was developed for juniors and seniors on a private, Midwestern college campus. The training addressed sexual violence, racism, and high-risk alcohol situations and was evaluated using a randomized waitlist-control design in student-housing units. Online Qualtrics surveys were completed by 101 student participants (57 in the intervention group and 44 in the control group). Students responded to nine harm scenarios involving sexual violence, racism, and high-risk alcohol situations at baseline and 7 weeks follow-up. Between-group changes in scores were compared to determine the effect of the program on students' (a) readiness to intervene; (b) confidence to intervene; (c) bystander behaviors among students who witnessed actual or potentially harmful events; and (d) bystander reports of their experiences. Qualitative analysis assessed how the program influenced the use of positive verbal communication strategies. Program effects increased positive bystander experiences when helping someone who had too much to drink and needed assistance. Over time both groups reported increased confidence levels to intervene when someone intoxicated was being isolated with sexual intent. There were no further significant findings in readiness, confidence, behaviors, or other experiences, though some positive nonsignificant trends emerged. The program demonstrated little efficacy. Results suggest opportunities to improve bystander outcomes in low-risk primary prevention situations and racist scenarios, suggesting that targeted intervention of these outcomes may be useful when developing programming with previously-trained students. As universities expand prevention work beyond the first year, lessons learned may help inform multi-year programming across health topics to prevent harm and create healthier college campuses.

Combining Language Training and Work Experience for Refugees with Low-Literacy Levels: a Mixed-Methods Case Study

Learning the host society’s language and finding a job are important steps for the societal integration of refugees. Especially language proficiency is a key barrier for the integration of low literates. Often language training and gaining work skills are separated during the integration procedure. We investigated a 1-year pilot program for refugees with low-literacy levels in the Netherlands, which combined language training (daily classes, work-related language) with work experience in sheltered employment (second-hand shop) to facilitate language learning and prepare this group better for the labour market. Building on Ager and Strang’s conceptual integration framework (2008), we expected that this combined program should improve agency (communication strategies, preparedness for the labour market) via intergroup contact at work. We used a mixed-method approach to follow the development of participants (N=10) longitudinally (baseline, after 6 months, after 11 months). We gathered questionnaire data, interviewed teachers and students, and observed interactions in classes and at work. Overall, use of communication strategies increased. Analyzing individual cases (profiles) offered nuanced insights into for whom and why the program seems to have differential impact, especially in terms of labour market preparation. We discuss results and the importance of creating intergroup contact to facilitate integration in a new society.

Exploring the Factors for Successful Oral Presentation and The Source of Fear

Oral presentation requires some level of performance to a crowd of people, unlike reading, writing, or listening. Hence, fear of speaking in a foreign language is a common concern of students, especially when presenting in front of a large audience. Many people who fear public speaking avoid public speaking situations altogether, or struggle in those situations due to lack of confidence and skills. Therefore, learning a foreign language requires the use of communication strategies so that students face less difficulty and become proficient. ?This study aimed to identify the success factors of students in oral presentations and examined the causes of fear among Arabic language students in a Malaysian public university. For that purpose, a set of questionnaires was distributed to students studying three different levels of Arabic as a third language from various faculties at Universiti Teknologi MARA, Shah Alam, Selangor Campus. The questionnaire was systematically designed from Endler (1980) for oral communication strategies with the addition source of fear adapted from Yaman and (Kavasog?lu, 2013). The survey has three sections which are demographic profile, communication strategies, and fear of oral presentation. The study involved 321 students that were selected through purposive sampling. The findings of the study show that oral presentation in Arabic is dominant despite being on a moderate scale of use. Also, students’ nervousness and the capacity of the audience have an influence on their speaking skills in simulations and role-play activities. The study recommends recognizing the anxiety sources and levels of anxiety when preparing ?for and delivering an oral presentation. It clearly represents a step closer to a successful ?presentation among non-native speakers. It also suggests that both lecturers and students ?be more aware of foreign language speaking anxiety. ? Overall, as this study investigates effective communication strategies and its associated factors of fear, it is hoped that the study will provide practical suggestions for teachers and meaningful recommendations for future research.

Communication Strategies and Organizational Harmony in Local Government Councils in Akwa Ibom State, Nigeria

This study examined communication strategies and organizational harmony in local government councils in Akwa Ibom State, Nigeria. The objectives of this study were to find out the communication strategies employed by the leadership of local government Councils in Akwa Ibom State, find out the rationale for the use of such communication strategies, determine if the communication strategies used by the leadership of local government councils in Akwa Ibom State do enhance organisational harmony, determine communication strategies preferred by the majority stakeholders in the local government councils studied, find out other factors that engender organisational harmony in the local government councils studied. The research design adopted for the study was survey, with questionnaire and interview schedule as research instruments. The population of the study were staff in Uyo, Eket and Ikot Ekpene local government councils in Akwa Ibom State is 1,374. A sample size of 286 was drawn for the study using the Taro Yamane formula. The study which anchored on System theory and the Interactional theory revealed that majority of the respondents in the council studied affirmed that sporting activities contributed to harmony in the council. Also, the study revealed that across the local government councils studied that religious activities similarly led to organisational harmony, the study found out that the leadership of the local government councils in Akwa Ibom State represented by Uyo, Eket and Ikot Ekpene utilised memo, letter, meeting, telephone, seminar and worship (solemn assembly) as a means of reaching out to their employees. Email was not used at all. It was recommended that local government councils should endeavour regularly to carry out communication audit to evaluate their performances. This should prove invaluable in helping them decide necessary changes that they need to make to ensure smooth running of the councils, the leadership of the local government councils need to incorporate the use of email for exchange of messages across the councils, telephone is an important tool that the councils use effectively in communication with subordinates. The principal officers and supervisors need to improve on their telephone etiquette, particularly in the use of language and tone during conversations. The impact of telephone in engendering interaction and relationships are overwhelming and should be embraced by the councils.

O.17.2 - Healthcare professionals’ use of communication strategies in language discordant consultations: Presenter(s): Brittany M.C. Chan, University of Amsterdam, Netherlands

O.17.2 - Healthcare professionals’ use of communication strategies in language discordant consultations: Presenter(s): Brittany M.C. Chan, University of Amsterdam, Netherlands

Understanding COVID: Collaborative Government Campaign for Citizen Digital Health Literacy in the COVID-19 Pandemic

The strategy "Understanding COVID" was a Public Health campaign designed in 2020 and launched in 2021 in Asturias-Spain to provide reliable and comprehensive information oriented to vulnerable populations. The campaign involved groups considered socially vulnerable and/or highly exposed to COVID-19 infection: shopkeepers and hoteliers, worship and religious event participants, school children and their families, and scattered rural populations exposed to the digital divide. The purpose of this article was to describe the design of the "Understanding COVID" strategy and the evaluation of the implementation process. The strategy included the design and use of several educational resources and communication strategies, including some hundred online training sessions based on the published studies and adapted to the language and dissemination approaches, that reached 1056 people of different ages and target groups, an accessible website, an informative video channel, posters and other pedagogical actions in education centers. It required a great coordination effort involving different public and third-sector entities to provide the intended pandemic protection and prevention information at that difficult time. A communication strategy was implemented to achieve different goals: reaching a diverse population and adapting the published studies to different ages and groups, focusing on making it comprehensible and accessible for them. In conclusion, given there is a common and sufficiently important goal, it is possible to achieve effective collaboration between different governmental bodies to develop a coordinated strategy to reach the most vulnerable populations while taking into consideration their different interests and needs.

Is There a Relationship between Communication Strategies and External Causes of Fear?

Oral presentation skills are a universal skill that students need no matter what course they are doing at the universities. Many learners of higher institutions develop fear of oral presentations for many different reasons. The aim of this study is two-fold. Firstly, it is done to explore the external factors that cause learners to fear oral presentations. Next, this study is done to explore the perceptions of language learners on their use of communication strategies. This quantitative study is done to investigate the relationship between external causes of fear of oral presentation and the use of communication strategies. The instrument used in this a survey with three sections. Section A, contains the demographic profile, section B has items on the use of communication strategies while section C has items on external causes of fear of oral presentation. A summary of findings reveal that learners use different type of communication strategies. This study also revealed that there is no association between the use of social affective strategies and external factors. However, the findings also suggest there is also a weak positive relationship between external causes of fear of oral presentation with the use of fluency strategies, the use of negotiation for meaning strategies , the use of accuracy strategies and the use of message reduction strategies. Findings of this study bear interesting implications in the teaching of communication strategies as a strategy to reduce fear of oral presentations.

"ESCHATOLOGICAL THEMES IN ISLAMIC STATE PROPAGANDA MIHAI MURARIU"

This paper will focus on an important but otherwise underresearched change which gradually occurred in the propaganda efforts of Islamic State – namely its transition from an emphasis on eschatological immediacy to one of generational struggle, whilst pointing to the propaganda magazines Dabiq and Rumiyah. By making an effective use of modern communication strategies and eschatological themes, the movement signals its total commitment to its worldview and to the challenge it represents for all those outside of it.

MOTIVATION TO LEARN ENGLISH AND USE OF COMMUNICATION STRATEGIES

The paper is a part of the researcher’s Ph. D. research work in the area of interaction analysis. Motivation, as a state of mind, plays an important role in the learner’s performance in a second/ foreign language. The concept, motivation, has been categorized by Gardener and Lambert (1972) under two labels, namely, instrumental and integrative motivation. The researcher, as a part of her main study, examined the types of motivation to learn English among the non-native Indian learner participants in the study and analysed the correlation between their levels of motivation and their use of communication strategies while they participated in the group tasks devised by the researcher for this purpose. The paper, based on the findings of the study, concludes with an emphasis on a need on the part of teaching fraternity to elevate the levels of learners’ motivation by providing them more opportunities for exposure to the language and building on their own needs for developing ability in English.

INTELLECTUAL ARCHITECTONICS OF REGIONAL INFORMATION AND EDUCATION SPACES IN THE NEW REALIA OF PROFESSIONAL POTENTIAL DEVELOPMENT

This study is a continuation of longitudinal research in the problem area of humanistic activities of the regional information and education environment, which is currently undergoing significant changes due to the actual value aspects of the polyphony of innovative theoretical research and pedagogical findings. The authors see the mission and goals of this article in presenting some novel results of the investigation of regional peculiarities in the aspect of integrated modeling and design. Based on theoretical, methodological and practical search of modern realities the article focuses on the environmental and cultural approaches as the leading ones. The latter helps to formulate the following methodological message: the constructive self-development of the region professional potential is possible if focused on leadership and communicative strategic guidelines. Modeling and designing of the humanitarian trends of the regional information and educational spaces are to develop the research array in terms of the use of systemic humanistic, humanitarian and communicative strategies. It means the reflexive activity on cultural self-determination of a personality who turns/goes professional, and then is in need of the basic intellectual skill set as a priority. As a result of developing the axiology context of the current target study, this project reflects the innovative dominant value trends integrated into the sociocultural and professional system of the region within the threefold intellectual architectonics covering the findings for professional potential development in terms of a) psychological balance; b) the intellectual component of a goer professional c) the communication management of professionals. In conclusion, the authors state the significance of the target goals and devices to systematically develop, test and implement optimal models of communication models for the existence of the participants of a secure information and communication environment, taking into account regional specifics.