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communication skills</title> <meta name="description" content="Search results for: oral communication skills"> <meta name="keywords" content="oral communication skills"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="oral communication skills"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7614</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: oral communication skills</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7614</span> Improving Low English Oral Skills of 5 Second-Year English Major Students at Debark University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belyihun%20Muchie">Belyihun Muchie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the low English oral communication skills of 5 second-year English major students at Debark University. It aims to identify the key factors contributing to their weaknesses and propose effective interventions to improve their spoken English proficiency. Mixed-methods research will be employed, utilizing observations, questionnaires, and semi-structured interviews to gather data from the participants. To clearly identify these factors, structured and informal observations will be employed; the former will be used to identify their fluency, pronunciation, vocabulary use, and grammar accuracy, and the later will be suited to observe the natural interactions and communication patterns of learners in the classroom setting. The questionnaires will assess their self-perceptions of their skills, perceived barriers to fluency, and preferred learning styles. Interviews will also delve deeper into their experiences and explore specific obstacles faced in oral communication. Data analysis will involve both quantitative and qualitative responses. The structured observation and questionnaire will be analyzed quantitatively, whereas the informal observation and interview transcripts will be analyzed thematically. Findings will be used to identify the major causes of low oral communication skills, such as limited vocabulary, grammatical errors, pronunciation difficulties, or lack of confidence. They are also helpful to develop targeted solutions addressing these causes, such as intensive pronunciation practice, conversation simulations, personalized feedback, or anxiety-reduction techniques. Finally, the findings will guide designing an intervention plan for implementation during the action research phase. The study's outcomes are expected to provide valuable insights into the challenges faced by English major students in developing oral communication skills, contribute to the development of evidence-based interventions for improving spoken English proficiency in similar contexts, and offer practical recommendations for English language instructors and curriculum developers to enhance student learning outcomes. By addressing the specific needs of these students and implementing tailored interventions, this research aims to bridge the gap between theoretical knowledge and practical speaking ability, equipping them with the confidence and skills to flourish in English communication settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=oral%20communication%20skills" title="oral communication skills">oral communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed-methods" title=" mixed-methods"> mixed-methods</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based%20interventions" title=" evidence-based interventions"> evidence-based interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=spoken%20English%20proficiency" title=" spoken English proficiency"> spoken English proficiency</a> </p> <a href="https://publications.waset.org/abstracts/181881/improving-low-english-oral-skills-of-5-second-year-english-major-students-at-debark-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">51</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7613</span> Oral Fluency: A Case Study of L2 Learners in Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Oral fluency in the target language is what many second language learners hope to achieve by living abroad. Research in the past has demonstrated the role informal environments play in improving L2 learners' oral fluency. However, living in the target country and being part of its community does not ensure the development of oral fluency skills. L2 learners' desire to communicate and access to speaking opportunities in the host community are key in achieving oral fluency in the target language. This study attempts to identify differences in oral fluency, specifically speech rate, between learners who communicate in the L2 outside the classroom and those who do not. In addition, as the desire to communicate is a crucial factor in developing oral fluency, this study investigates whether or not learners' desire to speak the L2 outside the classroom plays a role in their frequency of L2 use outside the classroom. Finally, given the importance of the availability of speaking opportunities for L2 learners in order to practice their speaking skills, this study reports on the participants' perceptions of the speaking opportunities accessible to them in the target community while probing whether or not their perceptions differed based on their oral fluency level and their desire to communicate. The results suggest that exposure to the target language and daily communication with the native speakers is strongly related to the development of learners' oral fluency. Moreover, the findings suggest that learners' desire to communicate affects their frequency of communication in their L2 outside the classroom. At the same time, all participants, regardless of their oral fluency level and their desire to communicate, asserted that speaking opportunities beyond the classroom are very limited. Finally, the study finds there are marked differences in the perceptions learners have regarding opportunities for learning offered by the same language program. After reporting these results, the study concludes with recommendations for ESL programs that serve international students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20programs" title="ESL programs">ESL programs</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20Learners" title=" L2 Learners"> L2 Learners</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20fluency" title=" oral fluency"> oral fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a> </p> <a href="https://publications.waset.org/abstracts/39249/oral-fluency-a-case-study-of-l2-learners-in-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7612</span> Effective Communication Within Workplace: Key to Growth of Business </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamta">Mamta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Communication is the mixture of the various activities such as words, body language, volume and voice tone. Mankind has always throughout its history had the necessity for communication. It starts from birth and continues throughout life. Communication is just the right means of success and advancement in a workplace. Communication is one of the means to connect to different people at far distances. The modern workplace is inherently collaborative, and this collaboration relies on effective communication among co-workers. Also it has been observed that a lack in good communication skills especially within a workplace can result in conflicts and chaos hence hindering the productivity of an organization. Thus there is a dire need for developing good and effective communication skills which will result in increase in productivity and will enhance its efficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title="communication skills">communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20communication" title=" professional communication"> professional communication</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20communication" title=" workplace communication"> workplace communication</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20efficiency" title=" workplace efficiency "> workplace efficiency </a> </p> <a href="https://publications.waset.org/abstracts/14304/effective-communication-within-workplace-key-to-growth-of-business" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7611</span> Analyzing the Importance of Technical Writing in Professional Industry of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadaf%20Khalid">Sadaf Khalid</a>, <a href="https://publications.waset.org/abstracts/search?q=Jahanzaib%20Sarwar"> Jahanzaib Sarwar</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabia%20Touseef"> Rabia Touseef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> No matter how much perfect we become in our practical skills regarding the implementation of learned ideas, the need of technical writing capability cannot be neglected to be a professional. Technical writing is a way of communicating the ideas in written which, otherwise, need to be presented orally. Technical writing skills have always been the need of the time, as they are required for internal, as well as external official communication in both formal and informal manner. Moreover, they are the best way to capture the attention of your customers by presenting information in an effective manner. This paper aims to analyze the importance of technical writing skills in professional industries of Pakistan by conducting a survey. Survey results presented in this paper clearly depicts the importance of formal and informal written communication media used in different professional industries in Pakistan. Analysis and discussion of the extent to which the alternative ways of communication besides technical writing have got importance in Pakistan is also an important aspect of this survey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technical%20writing" title="technical writing">technical writing</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication" title=" oral communication"> oral communication</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20trends" title=" communication trends"> communication trends</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20communication%20media" title=" formal communication media"> formal communication media</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20communication" title=" informal communication"> informal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=audience" title=" audience"> audience</a> </p> <a href="https://publications.waset.org/abstracts/14181/analyzing-the-importance-of-technical-writing-in-professional-industry-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">416</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7610</span> De-Learning Language at Preschool: A Case of Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meenakshi%20Dahal">Meenakshi Dahal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Generally, children start verbal communication by the age of eighteen months. Though they have difficulties in constructing complete sentences, they try to make their thought s understandable to the audience. By the age of 36 months, when they enroll in preschool, their Language and communication skills are enhanced. Children need plenty of classroom experiences that will help them to develop their oral language skills. Oral language is the primary means through which each individual child is enabled to structure, evaluate, describe and to express his/her experiences. In the context of multi lingual and multi-cultural country like Nepal, the languages used in preschool and the communities vary. In such a case, the language of instruction in the preschool is different from the language used by the children to communicate at home. Using qualitative research method the socio-cultural aspect of the language learning has been analyzed. This has been done by analyzing and exploring preschool activities as well as the language of instruction and communication in the preschools in rural Nepal. It is found that the language of instruction is different from the language of communications primarily used by the children. Teachers seldom use local language resulting in difficulties for the children to understand. Instead of recognizing their linguistic, social and cultural capitals teachers conform to using the Nepali language which the children are not familiar with. Children have to adapt to new language structures and patterns of usage resulting them to be slow in oral language and communication in the preschool. The paper concludes that teachers have to recognize the linguistic capitals of the children and schools need to be responsible to facilitate this process for all children, whatever their language background. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-culture" title=" socio-culture"> socio-culture</a> </p> <a href="https://publications.waset.org/abstracts/41817/de-learning-language-at-preschool-a-case-of-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7609</span> Teacher Characteristics That Influence Development of Oral Language Skills among Pre-Primary School Pupils: Case Study of Nairobi City County, Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20Okelo">Kenneth Okelo</a>, <a href="https://publications.waset.org/abstracts/search?q=Esther%20Waithaka"> Esther Waithaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20Mweru"> Maureen Mweru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Development of oral language skills is a precursor to writing and reading acquisition. Oral skill is a means of communication through which people express their desires, ideas, excitements, amusements, disappointments and exchange information. In addition, oral skills have been found to be an important tool for thinking and concept development in children. Research carried out in industrialised countries have identified some appropriate teaching strategies used to enhance acquisition of oral language skills such as repetition, substitution, explanation, contrast, exemplification and code-switching. However, these studies’ geographical locations do not reflect the diversity of the Kenyan society. In addition, studies conducted in Kenya in the past have not established why pre-primary school teachers are not using appropriate teaching strategies. The purpose of this study was to find out whether teachers’ experience, academic qualification and type of training influences their choice of teaching strategies in the development of oral language skills inside and out of the classroom in selected preschools in Kibra Sub-County, Nairobi County. In addition, this study aimed at finding out the strategies used by teachers in Kibra Sub-County to promote oral skills development among pre-primary school children. The study was guided by Holdaway’s theory of language acquisition. Descriptive survey design was employed during this study. Questionnaires and observation schedules were used to collect data. Eighty-three (83) preschool teachers were sampled using multistage sampling methods for observation. Data was analysed using SPSS version 20. The researcher carried out content analysis on the qualitative data. The main descriptive methods used were tabulation of frequencies and percentages. Chi squire test was the inferential statistic used to test the relationship between variables. The main findings of the study indicate that teaching strategies that were mostly used by pre-primary school teachers were code-switching, examples, repetition, substitution and explanation. While questions, direction, expansion of children words and contrast were the least used teaching strategies when teaching oral language skills. The study revealed that the there is a slight correlation between the type of training of teachers and the teaching strategies as most of DICECE trained teachers used more teaching strategies when teaching oral skills compared to other teachers. The findings also revealed that there was a partial significant correlation between teacher’s academic qualifications and a few teaching strategies. A similar correlation was also observed between teaching experience and a few teaching strategies. Since the strategies used by pre-primary school teachers under the study were less than half of the recommended teaching strategies to promote oral skills, the study recommends that teachers should be encouraged to use more in structural strategies to improve children’s oral language skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenya%20early%20childhood%20education" title="Kenya early childhood education">Kenya early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenya%20education" title=" Kenya education"> Kenya education</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20language%20skills%20acquisition" title=" oral language skills acquisition"> oral language skills acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/84024/teacher-characteristics-that-influence-development-of-oral-language-skills-among-pre-primary-school-pupils-case-study-of-nairobi-city-county-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84024.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7608</span> Improving the Accuracy of Oral Care Performed by ICU Nurses for Cancer Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huang%20Wei-Yi">Huang Wei-Yi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Oral cancer patients undergoing skin flap reconstruction may have wounds in the oral cavity, leading to accumulation of blood, clots, and secretions. Inadequate oral care by nursing staff can result in oral infections and pain. Methods: An investigation revealed that ICU nurses' knowledge and adherence to oral care standards were below acceptable levels. Key issues identified included lack of hands-on training opportunities, insufficient experience, absence of oral care standards and regular audits, no in-service education programs, and a lack of oral care educational materials. Interventions: The following measures were implemented: 1) in-service education programs, 2) development of care standards, 3) creation of a monitoring plan, 4) bedside demonstration teaching, and 5) revision of educational materials. Results: The intervention demonstrated that ICU nurses' knowledge and adherence to oral care standards improved, leading to better quality oral care and reduced pain for patients. Conclusion: Through in-service education, bedside demonstrations, establishment of oral care standards, and regular audits, the oral care skills of ICU nurses were significantly enhanced, resulting in improved oral care quality and decreased patient pain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=oral%20care" title="oral care">oral care</a>, <a href="https://publications.waset.org/abstracts/search?q=ICU" title=" ICU"> ICU</a>, <a href="https://publications.waset.org/abstracts/search?q=improving" title=" improving"> improving</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20cancer" title=" oral cancer"> oral cancer</a> </p> <a href="https://publications.waset.org/abstracts/190197/improving-the-accuracy-of-oral-care-performed-by-icu-nurses-for-cancer-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190197.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7607</span> An Interaction Model of Communication Skills and Participation in Social Work among Youth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Yusri%20Ibrahim">Mohd Yusri Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Youth participation in social work is essential in social and community development. Although many studies have been conducted to identify the determinant of youth involvement, few studies were discussed interaction between communication skills and youth participation in volunteerism. This article will discuss a cross-sectional study that was conducted to identify the relationship between communication skills and youth participation in social work. The results were successfully developed an interaction model of communication skills as predictor to participation criteria among youth. Finally, the article was suggested several ways to encourage youth participation in community by developing their communication skill in various stages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=youth" title="youth">youth</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skill" title=" communication skill"> communication skill</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a> </p> <a href="https://publications.waset.org/abstracts/60745/an-interaction-model-of-communication-skills-and-participation-in-social-work-among-youth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7606</span> The Impact of Cooperative Learning on EFL Learners Oral Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narimen%20Hamdini">Narimen Hamdini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The mastery of a foreign language often implies adequate speaking competency and communication. However, it has been marked that the Algerian students’ oral performance is affected by the lack of language practice opportunities. The present study aims at investigating the impact of cooperative learning strategies on the learners’ oral performance through integrating some learning strategies in oral expression classes. Thus, a quasi-experimental study with one group pretest-posttest design was conducted. A convenience sample of 27 second-year students from the University of Jijel, Algeria, was taught during three consecutive weeks through cooperative learning activities in conjunction with regular language instruction in oral expression classes. Regarding data collection, the study makes use of students’ questionnaire, a semi-structured interview with the teachers of oral expression, and orally scored pre-posttest. While the students’ questionnaire aims at exploring the learners ‘speaking difficulties and attitudes towards the implementation of the strategy, the semi-structured interview aims at revealing the teachers’ instructional practices and attitudes toward the integration of CL activities. Finally, the oral tests were conducted before and after the intervention to measure the effect of the strategy on the learners’ oral production. The findings showed that the experimental group scored higher in the posttest. Cooperative learning promotes not only the learner’s oral performances, but also motivation and social skills. Consequently, its implementation in the oral expression classes is validated and recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title="cooperative learning">cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20performance" title=" oral performance"> oral performance</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/130770/the-impact-of-cooperative-learning-on-efl-learners-oral-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7605</span> Analysis of Speaking Skills in Turkish Language Acquisition as a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lokman%20Gozcu">Lokman Gozcu</a>, <a href="https://publications.waset.org/abstracts/search?q=Sule%20Deniz%20Gozcu"> Sule Deniz Gozcu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to analyze the skills of speaking in the acquisition of Turkish as a foreign language. One of the most important things for the individual who learns a foreign language is to be successful in the oral communication (speaking) skills and to interact in an understandable way. Speech skill requires much more time and effort than other language skills. In this direction, it is necessary to make an analysis of these oral communication skills, which is important in Turkish language acquisition as a foreign language and to draw out a road map according to the result. The aim of this study is to determine the competence and attitudes of speaking competence according to the individuals who learn Turkish as a foreign language and to be considered as speaking skill elements; Grammar, emphasis, intonation, body language, speed, ranking, accuracy, fluency, pronunciation, etc. and the results and suggestions based on these determinations. A mixed method has been chosen for data collection and analysis. A Likert scale (for competence and attitude) was applied to 190 individuals who were interviewed face-to-face (for speech skills) with a semi-structured interview form about 22 participants randomly selected. In addition, the observation form related to the 22 participants interviewed were completed by the researcher during the interview, and after the completion of the collection of all the voice recordings, analyses of voice recordings with the speech skills evaluation scale was made. The results of the research revealed that the speech skills of the individuals who learned Turkish as a foreign language have various perspectives. According to the results, the most inadequate aspects of the participants' ability to speak in Turkish include vocabulary, using humorous elements while speaking Turkish, being able to include items such as idioms and proverbs while speaking Turkish, Turkish fluency respectively. In addition, the participants were found not to feel comfortable while speaking Turkish, to feel ridiculous and to be nervous while speaking in formal settings. There are conclusions and suggestions for the situations that arise after the have been analyses made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20Turkish%20as%20a%20foreign%20language" title="learning Turkish as a foreign language">learning Turkish as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20criteria" title=" proficiency criteria"> proficiency criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetic%20%28modalities%29" title=" phonetic (modalities)"> phonetic (modalities)</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a> </p> <a href="https://publications.waset.org/abstracts/91846/analysis-of-speaking-skills-in-turkish-language-acquisition-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91846.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7604</span> Developing Oral Communication Competence in a Second Language: The Communicative Approach </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ikechi%20Gilbert">Ikechi Gilbert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Oral communication is the transmission of ideas or messages through the speech process. Acquiring competence in this area which, by its volatile nature, is prone to errors and inaccuracies would require the adoption of a well-suited teaching methodology. Efficient oral communication facilitates exchange of ideas and easy accomplishment of day-to-day tasks, by means of a demonstrated mastery of oral expression and the making of fine presentations to audiences or individuals while recognizing verbal signals and body language of others and interpreting them correctly. In Anglophone states such as Nigeria, Ghana, etc., the French language, for instance, is studied as a foreign language, being used majorly in teaching learners who have their own mother tongue different from French. The same applies to Francophone states where English is studied as a foreign language by people whose official language or mother tongue is different from English. The ideal approach would be to teach these languages in these environments through a pedagogical approach that properly takes care of the oral perspective for effective understanding and application by the learners. In this article, we are examining the communicative approach as a methodology for teaching oral communication in a foreign language. This method is a direct response to the communicative needs of the learner involving the use of appropriate materials and teaching techniques that meet those needs. It is also a vivid improvement to the traditional grammatical and audio-visual adaptations. Our contribution will focus on the pedagogical component of oral communication improvement, highlighting its merits and also proposing diverse techniques including aspects of information and communication technology that would assist the second language learner communicate better orally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20component" title=" pedagogical component"> pedagogical component</a> </p> <a href="https://publications.waset.org/abstracts/81066/developing-oral-communication-competence-in-a-second-language-the-communicative-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7603</span> Comparison of Parent’s Treatment and Education Priorities between Verbal and Non-Verbal Children with Autism Spectrum Disorder in Iranian Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elanz%20Alimi">Elanz Alimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Ghanadzade"> Mehdi Ghanadzade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This current study compared the parents reported treatment and education priorities between verbal and nonverbal children with an autism spectrum disorder (ASD). Participants were 196 parents of 2 to 21-year-old (83 non-verbal and 113 verbal) children and adolescents with an ASD who completed questionnaires measuring parent’s treatment and education priorities, child’s educational and intervention programs and current child’s level of performance according to each skill. Results of this study indicated that parents of verbal children with autism spectrum disorder considered communication skills, community living skills and academic skills correspondingly as their highest intervention and education priorities and parents of non-verbal children with ASD reported communication skills, social relationship skills and self-care skills as the most significant priorities for their children. Findings show that for Iranian parents of both verbal and non-verbal children with ASD, communication skills are the most crucial treatment priority. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title=" communication skills"> communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%E2%80%99s%20priorities" title=" parent’s priorities"> parent’s priorities</a> </p> <a href="https://publications.waset.org/abstracts/89142/comparison-of-parents-treatment-and-education-priorities-between-verbal-and-non-verbal-children-with-autism-spectrum-disorder-in-iranian-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89142.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7602</span> Student's Reluctance in Oral Participation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soumia%20Hebbri">Soumia Hebbri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English language has become a major medium for communication across borders. Nowadays, it is seen as a communicative medium not only for business but also for academic purposes. Some scientists describe English language as a way to enjoy an admired position in many countries. It is neither a national nor an official language in North Africa; it is considered as the most widely taught foreign language at the educational system. In order to achieve mastery of a foreign language, learners must develop the four principal language skills: Reading, writing, listening and speaking. However, being able to interact orally with others, using effectively the target language, is nowadays very important. People who cannot speak a foreign language cannot be considered effective language users, even if they can read and understand it. The teachers’ role in promoting foreign language acquisition is very important, as they are responsible for providing students appropriate contexts to foster communicative situations that allow students to express themselves and interact in the target language. So, we should understand the student’s reasons of their reluctance in oral participation when dealing with oral communicative tasks, in order to get insights about the possible motivating factors that may improve their involvement and participation in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EL" title="EL">EL</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=ET" title=" ET"> ET</a>, <a href="https://publications.waset.org/abstracts/search?q=TEFL" title=" TEFL"> TEFL</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a> </p> <a href="https://publications.waset.org/abstracts/28792/students-reluctance-in-oral-participation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7601</span> An Analysis of the Oral Communication Strategies Used by Omani Senior American Literature Students at the Tertiary Level: A Case Study at a Public University in Muscat, Oman </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susanne%20Shunnaq">Susanne Shunnaq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the past decade, an increasing number of higher education institutions in Oman have sought accreditation in an attempt to assure the quality of their programs. Sultan Qaboos University (SQU), the only public university in the country, has also been seeking accreditation. Hence, the university administration has been encouraging departments to evaluate their programs for development purposes. The Department of English, where 100% of the students are learners of English as a foreign language, already produced a self-study report that outlined the strength and weaknesses of the current program. The department came to the realization that due to a changing local and regional job market, transferrable communication skills are high in demand among stakeholders in the public and private sectors. Failure to equip English literature students, for example, with excellent verbal communicative skills in English may have detrimental effects for undergraduate job-seekers who have to compete for jobs in employment sectors with a predominantly English-speaking workforce. Ongoing extensive discussions about restructuring the current literature program by means of partially replacing literature courses with skills courses, hoping to produce higher quality graduates who are equipped with effective communication skills for local and regional markets, have sparked the idea for this research. The researcher, who is an American Literature specialist at SQU, has set out to investigate to what extent senior American literature students have been able to apply transferable communication skills in an advanced literature course. The study also attempts to unearth performance inhibitors and causes for communication breakdown. The primary data source for the study were audio-recordings of 6 in-class peer-group discussions in an advanced contemporary American literature course during the academic year 2016/2017. The significance of this research lies in the rarity of studies focusing on verbal communication skills in Omani higher education literature classrooms at a time when English programs are in the process of being re-visited and revamped both for accreditation purposes and for meeting job-market demands. The results showed a considerable variation in Omani students' verbal communicative abilities and English proficiency levels. The study also raises crucial questions and provides important recommendations for administrators and teachers alike who are in the process of restructuring English programs in the region and in non-English speaking countries worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=job-market" title="job-market">job-market</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20education" title=" tertiary education"> tertiary education</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication%20skills" title=" oral communication skills"> oral communication skills</a> </p> <a href="https://publications.waset.org/abstracts/92857/an-analysis-of-the-oral-communication-strategies-used-by-omani-senior-american-literature-students-at-the-tertiary-level-a-case-study-at-a-public-university-in-muscat-oman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92857.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7600</span> Using Presentation as a Means to Develop Communication Skills of Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Urvashi%20Kaushal">Urvashi Kaushal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the entry of multinationals in India, engineering students of Indian universities have opportunity to work with the best and the most innovative industries in the world, but in order to compete in the global job market, they require an added competence of communication skills in English. With work places turning global, competence in English can provide the Indian student the added advantage to begin his/her career in the international market. The present method of teaching English in any engineering college across Gujarat mostly concentrates on developing writing, and reading skills. Developing speech becomes a secondary topic owing to the old trend of lecturing in the class room and the huge strength of the class. This paper aims to highlight the importance of improving speaking skills of engineering students. It also insists that presentations can be used as a viable method to enhance the communication skills of these students. Presentations force students to plan, prepare, practice and perfect their communication skills which will enable them to get a foothold in the industry. The paper also discusses one such experiment carried out at the author’s institute and the response it received. Further, such experimental language learning approach is bound to have some limitations and obstacles. The paper suggests ways to overcome such limitations and strives to develop an interesting means of developing communication skills of the engineering students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering" title="engineering">engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title=" communication skills"> communication skills</a> </p> <a href="https://publications.waset.org/abstracts/9043/using-presentation-as-a-means-to-develop-communication-skills-of-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7599</span> The Importance of Outside Classroom Activities in Developing Oral Fluency in an EFL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a study abroad context, students have the advantage of immersing themselves in the environment of the target language and being exposed to it. However, in and a stay home context, where English is not the mother tongue, students’ exposure to the second language is often times restricted to the classroom. Although language teachers are keen to develop inside class room activities and practices that increase the suitability of students to acquire a second language (Cook & Singleton, 2014), many would agree that class time is too limited to enhance students’ oral fluency skills. Consequently, creating opportunities outside the classroom for students to speak English is an effective strategy in compensating for students’ limited use of the L2. In an argument by Ortega (2012) external classroom activities have equal significance in enabling students learn English as a second language. The author further asserts that the activities provide a non-educational environment from which a student may feel free and comfortable to acquire new language skills. This study investigates the significance of outside classroom activities in promoting students’ oral proficiency. In addition, it reports on students’ perceptions of such activities. 15 participants from the American University of Kuwait took part in this study. Open-ended interviews were done to find out what the participants thought of these activities, and what they gained from them. Interview results show that students found outside classroom activities very effective in improving not only their oral fluency skills, but their confidence and critical thinking skills as well. The implications of this research study are for language practitioners and language programs in the EFL context to be aware of the benefits of incorporating outside classroom activities in language teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20fluency" title=" oral fluency"> oral fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=outside%20classroom%20activities" title=" outside classroom activities"> outside classroom activities</a> </p> <a href="https://publications.waset.org/abstracts/25679/the-importance-of-outside-classroom-activities-in-developing-oral-fluency-in-an-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7598</span> The Interplay of Communication and Critical Thinking in the Mathematics Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20K.%20O%27Kelley">Sharon K. O'Kelley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the heart of mathematics education is the concept of communication which many teachers envision as the influential dialogue they conduct with their students. However, communication in the mathematics classroom operates in different forms at different levels, both externally and internally. Specifically, it can be a central component in the building of critical thinking skills that requires students not only to know how to communicate their solutions to others but that they also be able to navigate their own thought processes in search of those solutions. This paper provides a review of research on the role of communication in the building of critical thinking skills in mathematics with a focus on the problem-solving process and the implications this interplay has for the teaching and learning of mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20in%20mathematics" title="communication in mathematics">communication in mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20process" title=" problem-solving process"> problem-solving process</a> </p> <a href="https://publications.waset.org/abstracts/166455/the-interplay-of-communication-and-critical-thinking-in-the-mathematics-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7597</span> Investigating Classroom Teachers' Perceptions of Assessing U.S. College Students' L2 Chinese Oral Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guangyan%20Chen">Guangyan Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined Chinese teachers’ perceptions of assessing U.S. college students’ L2 (second language) Chinese oral performances at different levels. Ten oral performances were videotaped from which three were chosen as samples to represent three different proficiency levels based on professionals’ judgments according to the ACTFL proficiency guidelines. The three samples were shown to L2 Chinese teachers who completed questionnaires about their assessments for each speech sample. In total, 104 L2 Chinese teachers responded to each of the three samples. The Exploratory Factor Analyses (EFA) of the teachers’ responses revealed three similar rating criteria patterns for assessing the three levels of oral performances. The teachers’ responses to Samples 2 and 3 revealed five rating criteria: Global proficiency, Chinese conceptual framework, content richness, communication appropriateness, and communication clarity. The teachers’ responses to Sample 1 revealed four rating criteria: global proficiency, Chinese conceptual framework, communication appropriateness/content richness, and communication clarity. However, the analyses of variance (ANOVAs) revealed that the proficiency levels of the three oral performances differed significantly across all rating criteria. Therefore, the data suggests that L2 classroom teachers could use the similar rating criteria pattern to assess college-level L2 Chinese students’ oral performances at different proficiency levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20assessment" title="language assessment">language assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20Chinese" title=" L2 Chinese"> L2 Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20performance" title=" oral performance"> oral performance</a>, <a href="https://publications.waset.org/abstracts/search?q=rating%20criteria" title=" rating criteria"> rating criteria</a> </p> <a href="https://publications.waset.org/abstracts/28964/investigating-classroom-teachers-perceptions-of-assessing-us-college-students-l2-chinese-oral-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">539</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7596</span> Using Electronic Portfolio to Promote English Speaking Ability of EFL Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiraporn%20Lao-Un">Jiraporn Lao-Un</a>, <a href="https://publications.waset.org/abstracts/search?q=Dararat%20Khampusaen"> Dararat Khampusaen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lack of exposure to English language in the authentic English setting naturally leads to a lack of fluency in the language. As a result, Thai EFL learners are struggling in meeting with the communication 'can do' descriptors of the Common European Framework of References (CEFR) required by the Ministry of Education. This initial phase of the ongoing study, employing the e-portfolio to promote the English speaking ability, probed into the effects of the use of e-portfolio on Thai EFL nursing students' speaking ability. Also, their opinions towards the use of e-portfolio to enhance their speaking ability were investigated. The participants were 44 undergraduate nursing students at a Thai College of Nursing. The participants undertook four lessons to promote their communication skills according to the CEFR criteria. Throughout the semester, the participants videotaped themselves while completing the four speaking tasks. The videos were then uploaded onto the e-portfolio website where the researcher provided them with the feedbacks. The video records were analyzed by the speaking rubric designed according to the CEFR 'can do' descriptors. Also, students were required to record self-reflections in video format and upload onto the same URL Students' oral self-reflections were coded to find out the perceptions towards the use of the e-portfolio in promoting their speaking ability. The results from the two research instruments suggested the effectiveness of the tool on improving speaking ability, learner autonomy and media literacy skills. In addition, the oral reflection videos revealed positive opinion towards the tool. The discussion offers the current status of English speaking ability among Thai EFL students. This reveals the gaps between the EFL speaking ability and the CEFR ‘can do’ descriptors. In addition, the author raises the light on integration of the 21st century IT tool to enhance these students’ speaking ability. Lastly, the theoretical implications and recommendation for further study in integrating electronic tools to promote language skills in the EFL context are offered for further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20communication" title="EFL communication">EFL communication</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20speaking" title=" EFL speaking"> EFL speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20communication" title=" English communication"> English communication</a>, <a href="https://publications.waset.org/abstracts/search?q=E-learning" title=" E-learning"> E-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=E-portfolio" title=" E-portfolio"> E-portfolio</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20ability" title=" speaking ability"> speaking ability</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20EFL%20learners" title=" Thai EFL learners"> Thai EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/84513/using-electronic-portfolio-to-promote-english-speaking-ability-of-efl-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84513.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7595</span> On Overcoming Common Oral Speech Problems through Authentic Films</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamara%20Matevosyan">Tamara Matevosyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper discusses the main problems that students face while developing oral skills through authentic films. It states that special attention should be paid not only to the study of verbal speech but also to non-verbal communication. Authentic films serve as an important tool to understand both native speaker’s gestures and their culture of pausing while speaking. Various phonetic difficulties causing phonetic interference in actual speech are covered in the paper emphasizing the role of authentic films in overcoming them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compressive%20speech" title="compressive speech">compressive speech</a>, <a href="https://publications.waset.org/abstracts/search?q=filled%20pauses" title=" filled pauses"> filled pauses</a>, <a href="https://publications.waset.org/abstracts/search?q=unfilled%20pauses" title=" unfilled pauses"> unfilled pauses</a>, <a href="https://publications.waset.org/abstracts/search?q=pausing%20culture" title=" pausing culture"> pausing culture</a> </p> <a href="https://publications.waset.org/abstracts/47562/on-overcoming-common-oral-speech-problems-through-authentic-films" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7594</span> Analyzing the Perceptions of Accounting Practitioners regarding Communication Skills of Distance-Learning Graduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20S.%20Binnekade">Carol S. Binnekade</a>, <a href="https://publications.waset.org/abstracts/search?q=Deon%20Scott"> Deon Scott</a>, <a href="https://publications.waset.org/abstracts/search?q=Christina%20C.%20Shuttleworth"> Christina C. Shuttleworth</a>, <a href="https://publications.waset.org/abstracts/search?q=Annelien%20A.%20Van%20Rooyen"> Annelien A. Van Rooyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education institutions are constantly challenged to deliver skilled graduates into the workplace. Employers expect graduates to have the required technical knowledge as well as various pervasive skills. This also applies to accountants who need to know the technical requirements of financial reporting and be able to communicate with individuals, teams and clients at a high level. Accountants need to develop effective business conversational skills and use these skills to communicate up, down and across organizations, taking into consideration cultural and gender diversity. In addition, they need to master business writing and presentation skills. However, providing students with these skills in a distance-learning environment where interaction between students and instructors is limited, is a challenge for academics. The study on which this paper reports, forms part of a larger body of research, which explored the perceptions of accounting practitioners of the communication skills (or lack thereof) of recently qualified accounting students. Feedback (qualitative and quantitative) was obtained from various accounting practitioners in South Africa. Taking into consideration that distance learners communicate mainly with their instructors via email communication and their assignments are submitted using various word processor software, the researchers were of the opinion that the accounting graduates would be capable of communicating effectively once they entered the workplace. However, the research findings, inter alia, suggested that the accounting graduates lacked communication skills and that training was needed to differentiate between business and social communication once they entered the workplace. Recommendations on how these communication challenges may be addressed by higher education institutions are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20practitioners" title="accounting practitioners">accounting practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title=" communication skills"> communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=pervasive%20skills" title=" pervasive skills"> pervasive skills</a> </p> <a href="https://publications.waset.org/abstracts/79507/analyzing-the-perceptions-of-accounting-practitioners-regarding-communication-skills-of-distance-learning-graduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79507.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7593</span> The Buccal Fat Pad for Closure of Oroantral Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefano%20A.%20Denes">Stefano A. Denes</a>, <a href="https://publications.waset.org/abstracts/search?q=Riccardo%20Tieghi"> Riccardo Tieghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Giovanni%20Elia"> Giovanni Elia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The buccal fat pad is a well-established tool in oral and maxillofacial surgery and its use has proved of value for the closure of oroantral communications. Oroantral communication may be a common complication after sequestrectomy in "Bisphosphonate-related osteonecrosis of the jaws". We report a clinical case of a 70-year-old female patient in bisphosphonate therapy presented with right maxillary sinusitis and oroantral communication after implants insertion. The buccal fat pad was used to close the defect. The case had an uneventful postoperative healing without dehiscence, infection and necrosis. We postulate that the primary closure of the site with buccal fat pad may ensure a sufficient blood supply and adequate protection for an effective bone-healing response to occur. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=buccal%20fat%20pad" title="buccal fat pad">buccal fat pad</a>, <a href="https://publications.waset.org/abstracts/search?q=oroantral%20communication" title=" oroantral communication"> oroantral communication</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20surgery" title=" oral surgery"> oral surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=dehiscence" title=" dehiscence"> dehiscence</a> </p> <a href="https://publications.waset.org/abstracts/42870/the-buccal-fat-pad-for-closure-of-oroantral-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42870.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7592</span> Effects of Therapeutic Horseback Riding in Speech and Communication Skills of Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aristi%20Alopoudi">Aristi Alopoudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Beloka"> Sofia Beloka</a>, <a href="https://publications.waset.org/abstracts/search?q=Vassiliki%20Pliogou"> Vassiliki Pliogou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism is a complex neuro-developmental disorder with a variety of difficulties in many aspects such as social interaction, communication skills and verbal communication (speech). The aim of this study was to examine the impact of therapeutic horseback riding in improving the verbal and communication skills of children diagnosed with autism during 16 sessions. The researcher examined whether the expression of speech, the use of vocabulary, semantics, pragmatics, echolalia and communication skills were influenced by the therapeutic horseback riding when we increase the frequency of the sessions. The researcher observed two subjects of primary-school aged, in a two case observation design, with autism during 16 therapeutic horseback riding sessions (one riding session per week). Compared to baseline, at the end of the 16th therapeutic session, therapeutic horseback riding increased both verbal skills such as vocabulary, semantics, pragmatics, formation of sentences and communication skills such as eye contact, greeting, participation in dialogue and spontaneous speech. It was noticeable that echolalia remained stable. Increased frequency of therapeutic horseback riding was beneficial for significant improvement in verbal and communication skills. More specifically, from the first to the last riding session there was a great increase of vocabulary, semantics, and formation of sentences. Pragmatics reached a lower level than semantics but the same as the right usage of the first person (for example, I make a hug) and echolalia used for that. A great increase of spontaneous speech was noticed. The eye contact was presented in a lower level, and there was a slow but important raise at the greeting as well as the participation in dialogue. Last but not least; this is a first study conducted in therapeutic horseback riding studying the verbal communication and communication skills in autistic children. According to the references, therapeutic horseback riding is a therapy with a variety of benefits, thus; this research made clear that in the benefits of this therapy there should be included the improvement of verbal speech and communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title=" communication skills"> communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=speech" title=" speech"> speech</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20horseback%20riding" title=" therapeutic horseback riding"> therapeutic horseback riding</a> </p> <a href="https://publications.waset.org/abstracts/71618/effects-of-therapeutic-horseback-riding-in-speech-and-communication-skills-of-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71618.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7591</span> Language and Communication of Individuals with Autism Spectrum Disorder: Highlights on Both the Issues around Requesting-Information Skills and the Procedures for Teaching These Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amaal%20Almigal">Amaal Almigal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neurotypical children learn to ask questions from natural exposure and this skill is fundamental for their academic success. However, children with autism spectrum disorder may not learn to ask in the same way due to earlier communication impairments, and some may need to use Augmentative and Alternative Communication systems (AAC) to ask questions. This paper aims to highlight issues related to questioning skills in children with autism giving a specific attention to asking questions within preverbal or minimally verbal children. Different procedures have been employed to teach these children, including AAC users, to ask questions. Therefore, these procedures will also be discussed to administrate how they were used and what they were aimed to teach. This paper also provides a suggested procedure to assist preverbal or minimally verbal children to ask questions using an iPad application for communication (Proloquo2Go) as AAC. This suggested procedure was used with 3 children with autism. Initial results will be discussed to clarify ways in which this procedure was used with each child based on his skills and which questioning skills each child has acquired using this procedure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AAC" title="AAC">AAC</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=iPad" title=" iPad"> iPad</a>, <a href="https://publications.waset.org/abstracts/search?q=requesting" title=" requesting"> requesting</a> </p> <a href="https://publications.waset.org/abstracts/90819/language-and-communication-of-individuals-with-autism-spectrum-disorder-highlights-on-both-the-issues-around-requesting-information-skills-and-the-procedures-for-teaching-these-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90819.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7590</span> Teacher Collaboration Impact on Bilingual Students’ Oral Communication Skills in Inclusive Contexts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diana%20Gonz%C3%A1lez">Diana González</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Gr%C3%A0cia"> Marta Gràcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Luisa%20Adam-Alcocer"> Ana Luisa Adam-Alcocer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Incorporating digital tools into educational practices represents a valuable approach for enriching the quality of teachers' educational practices in oral competence and fostering improvements in student learning outcomes. This study aims to promote a collaborative and culturally sensitive approach to professional development between teachers and a speech therapist to enhance their self-awareness and reflection on high-quality educational practices that integrate school components to strengthen children’s oral communication and pragmatic skills. The study involved five bilingual teachers fluent in both English and Spanish, with three specializing in special education and two in general education. It focused on Spanish-English bilingual students, aged 3-6, who were experiencing speech delays or disorders in a New York City public school, with the collaboration of a speech therapist. Using EVALOE-DSS (Assessment Scale of Oral Language Teaching in the School Context - Decision Support System), teachers conducted self-assessments of their teaching practices, reflect and make-decisions throughout six classes from March to June, focusing on students' communicative competence across various activities. Concurrently, the speech therapist observed and evaluated six classes per teacher using EVALOE-DSS during the same period. Additionally, professional development meetings were held monthly between the speech therapist and teachers, centering on discussing classroom interactions, instructional strategies, and the progress of both teachers and students in their classes. Findings highlight the digital tool EVALOE-DSS's value in analyzing communication patterns and trends among bilingual children in inclusive settings. It helps in identifying improvement areas through teacher and speech therapist collaboration. After self-reflection meetings, teachers demonstrated increased awareness of student needs in oral language and pragmatic skills. They also exhibited enhanced utilization of strategies outlined in EVALOE-DSS, such as actively guiding and orienting students during oral language activities, promoting student-initiated communicative interactions, teaching students how to seek and provide information, and managing turn-taking to ensure inclusive participation. Teachers participating in the professional development program have shown positive progress in assessing their classes across all dimensions of the training tool, including instructional design, teacher conversation management, pupil conversation management, communicative functions, teacher strategies, and pupil communication functions. This includes aspects related to both teacher actions and child actions, particularly in child language development. This progress underscores the effectiveness of individual reflection (conducted weekly or biweekly using EVALOE-DSS) as well as collaborative reflection among teachers and the speech therapist during meetings. The EVALOE-SSD has proven effective in supporting teachers' self-reflection, decision-making, and classroom changes, leading to improved development of students' oral language and pragmatic skills. It has facilitated culturally sensitive evaluations of communication among bilingual children, cultivating collaboration between teachers and speech therapist to identify areas of growth. Participants in the professional development program demonstrated substantial progress across all dimensions assessed by EVALOE-DSS. This included improved management of pupil communication functions, implementation of effective teaching strategies, and better classroom dynamics. Regular reflection sessions using EVALOE-SSD supported continuous improvement in instructional practices, highlighting its role in fostering reflective teaching and enriching student learning experiences. Overall, EVALOE-DSS has proven invaluable for enhancing teaching effectiveness and promoting meaningful student interactions in diverse educational settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20students" title="bilingual students">bilingual students</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20sensitive" title=" culturally sensitive"> culturally sensitive</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication%20skills" title=" oral communication skills"> oral communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reflection" title=" self-reflection"> self-reflection</a> </p> <a href="https://publications.waset.org/abstracts/188246/teacher-collaboration-impact-on-bilingual-students-oral-communication-skills-in-inclusive-contexts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188246.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">37</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7589</span> Infusion of Skills for Undergraduate Scholarship into Teacher Education: Two Case Studies in New York and Florida</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tunde%20Szecsi">Tunde Szecsi</a>, <a href="https://publications.waset.org/abstracts/search?q=Janka%20Szilagyi"> Janka Szilagyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students majoring in education are underrepresented in undergraduate scholarship. To enable and encourage teacher candidates to engage in scholarly activities, it is essential to infuse skills such as problem-solving, critical thinking, oral and written communication, collaboration and the utilization of information literacy, into courses in teacher preparation programs. In this empirical study, we examined two teacher education programs – one in New York State and one in Florida – in terms of the approaches of the course-based infusion of skills for undergraduate research, and the effectiveness of this infusion. First, course-related documents such as syllabi, assignment descriptions, and course activities were reviewed and analyzed. The goal of the document analysis was to identify and describe the targeted skills, and the pedagogical approaches and strategies for promoting research skills in teacher candidates. Next, a selection of teacher candidates’ scholarly products from the institution in Florida was used as a data set to examine teacher candidates’ skill development in the context of the identified assignments. This dataset was analyzed both quantitatively and qualitatively to describe the changes that occurred in teacher candidates’ critical thinking, communication, and information literacy skills, and to uncover patterns in the skill development at the two institutions. Descriptive statistics were calculated to explore the changes in these skills of teacher candidates over a period of three years. The findings based on data from the teacher education program in Florida indicated a steady gain in written communication and critical thinking and a modest increase in informational literacy. At the institution in New York, candidates’ submission and success rates on the edTPA, a New York State Teacher Certification exam, was used as a measure of scholarly skills. Overall, although different approaches were used for infusing the development of scholarly skills in the courses, the results suggest that a holistic and well-orchestrated infusion of the skills into most courses in the teacher education program might result in steadily developing scholarly skills. These results offered essential implications for teacher education programs in terms of further improvements in teacher candidates’ skills for engaging in undergraduate research and scholarship. In this presentation, our purpose is to showcase two approaches developed by two teacher education programs to demonstrate how diverse approaches toward the promotion of undergraduate scholarship activities are responsive to the context of the teacher preparation programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20strategies" title=" pedagogical strategies"> pedagogical strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20student%20research" title=" undergraduate student research"> undergraduate student research</a> </p> <a href="https://publications.waset.org/abstracts/101049/infusion-of-skills-for-undergraduate-scholarship-into-teacher-education-two-case-studies-in-new-york-and-florida" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7588</span> The Effectiveness of Communication Skills Using Transactional Analysis on the Dimensions of Marital Intimacy: An Experimental Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehravar%20Javid">Mehravar Javid</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Sexton"> James Sexton</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Taridashti"> S. Taridashti</a>, <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Dorer"> Joseph Dorer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Intimacy is among the most important factors in marital relationships and includes different aspects. Communication skills can enable couples to promote their intimacy. This experimental study was conducted to measure the effectiveness of communication skills using Transactional Analysis (TA) on various dimensions of marital intimacy. Method: The participants in this study were female teachers. Analysis of covariance was recruited in the experimental group (n =15) and control group (n =15) with pre-test and post-test. Random assignment was applied. The experimental group received the Transactional Analysis training program for 9 sessions of 2 hours each week. The instrument was the Marital Intimacy Questionnaire, with 87 items and 9 subscales. Result: The findings suggest that training in Transactional Analysis significantly increased the total score of intimacy except spiritual intimacy on the post-test. Discussion: According to the obtained data, it is concluded that communication skills using Transactional Analysis (TA) training could increase intimacy and improve marital relationships. The study highlights the differential effects on emotional, rational, sexual, and psychological intimacy compared to physical, social/recreational, and relational intimacy over a 9-week period. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title="communication skills">communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=intimacy" title=" intimacy"> intimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=marital%20relationships" title=" marital relationships"> marital relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=transactional%20analysis" title=" transactional analysis"> transactional analysis</a> </p> <a href="https://publications.waset.org/abstracts/177959/the-effectiveness-of-communication-skills-using-transactional-analysis-on-the-dimensions-of-marital-intimacy-an-experimental-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7587</span> The Use of Language as a Cognitive Tool in French Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marie-Jos%C3%A9e%20Morneau">Marie-Josée Morneau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A literacy-based approach, centred on the use of the language of instruction as a cognitive tool, can increase the L2 communication skills of French immersion students. Academic subject areas such as science and mathematics offer an authentic language learning context where students can become more proficient speakers while using specific vocabulary and language structures to learn, interact and communicate their reasoning, when provided the opportunities and guidance to do so. In this Canadian quasi-experimental study, the effects of teaching specific language elements during mathematic classes through literacy-based activities in Early French Immersion programming were compared between two Grade 7/8 groups: the experimental group, which received literacy-based teaching for a 6-week period, and the control group, which received regular teaching instruction. The results showed that the participants from the experimental group made more progress in their mathematical communication skills, which suggests that targeting L2 language as a cognitive tool can be beneficial to immersion learners who learn mathematic concepts and remind us that all L2 teachers are language teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20immersion" title=" French immersion"> French immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy-based" title=" literacy-based"> literacy-based</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication" title=" oral communication"> oral communication</a>, <a href="https://publications.waset.org/abstracts/search?q=L2" title=" L2"> L2</a> </p> <a href="https://publications.waset.org/abstracts/155666/the-use-of-language-as-a-cognitive-tool-in-french-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7586</span> The Effectiveness of Spouses' Communication Skills Training on Reducing Emotional Harassment and Adjusting Marital Expectations: Married Iranian Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Ali%20Kimiaei">Seyed Ali Kimiaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Pishghadam"> Reza Pishghadam</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Hajizadeh"> Fatemeh Hajizadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Marjan%20Entezari"> Marjan Entezari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to investigate the effectiveness of the Minnesota Spouses Communication Skills Program on reducing emotional harassment and adjusting the marital expectations of married women. The research method was quasi-experimental with pretest-posttest design with waiting list group and follow-up period. The statistical population of the study consisted of married women referring to counseling and psychology centers in Mashhad, from which 30 people were selected as a sample by examining the entry criteria and questionnaire scores, and randomly divided into two experimental groups (15 people) and the waiting list group (15 people) were replaced. The experimental group was given 8 sessions of communication skills program of spouses. The emotional harassment and marital expectations questionnaire was used to collect data. The results showed a significant difference between the experimental group and the waiting list group, so that the communication skills training of the spouses reduced emotional harassment and adjusted marital expectations, and these effects continued in the follow-up period. Therefore, we can conclude that teaching the husband's communication skills program in the Minnesota method reduces emotional harassment and modifies women's marital expectations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spouses%20communication%20skills%20program" title="spouses communication skills program">spouses communication skills program</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20harassment" title=" emotional harassment"> emotional harassment</a>, <a href="https://publications.waset.org/abstracts/search?q=marital%20expectations" title=" marital expectations"> marital expectations</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/137249/the-effectiveness-of-spouses-communication-skills-training-on-reducing-emotional-harassment-and-adjusting-marital-expectations-married-iranian-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7585</span> Use of Oral Communication Strategies: A Study of Bangladeshi EFL Learners at the Graduate Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afroza%20Akhter%20Tina">Afroza Akhter Tina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on an investigation into the use of specific types of oral communication strategies, namely ‘topic avoidance’, ‘message abandonment’, ‘code-switching’, ‘paraphrasing’, ‘restructuring’, and ‘stalling’ by Bangladeshi EFL learners at the graduate level. It chiefly considers the frequency of using these strategies as well as the students and teachers attitudes toward such uses. The participants of this study are 66 EFL students and 12 EFL teachers of Jahangirnagar University. Data was collected through questionnaire, oral interview, and classroom observation form. The findings reveal that the EFL students tried to employ all the strategies to various extents due to the language difficulties they encountered in their oral English performance. Among them, the mostly used strategy was ‘stalling’ or the use of fillers, followed by ‘code-switching’. The least used strategies were ‘topic avoidance’, ‘restructuring’, and ‘paraphrasing’. The findings indicate that the use of such strategies was related to the contexts of situation and data-elicitation tasks. It also reveals that the students were not formally trained to use the strategies though the majority of the teachers and students acknowledge them as helpful in communication. Finally the study suggests that an awareness of the nature and functions of these strategies can contribute to the overall improvement of the learners’ communicative competence in spoken English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20strategies" title="communicative strategies">communicative strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency" title=" frequency"> frequency</a> </p> <a href="https://publications.waset.org/abstracts/30258/use-of-oral-communication-strategies-a-study-of-bangladeshi-efl-learners-at-the-graduate-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30258.pdf" target="_blank" class="btn 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