Virtual Learning Platforms As A Mediating Factor In Developing Oral Communication Skills: A Quantitative Study Of The Experience Of English Major Students At The University of Bahrain

2020 ◽  
Author(s):  
Mervat Albufalasa ◽  
Madani O. Ahmed ◽  
Yasser A. Gomaa
Keyword(s):  
Communication Skills ◽  
Quantitative Study ◽  
Oral Communication ◽  
Virtual Learning ◽  
English Major ◽  
Learning Platforms ◽  
Mediating Factor ◽  
University Of Bahrain ◽  
The University

scholarly journals How to leverage virtual learning communities for teaching agile communication skills? The eGroups case at the University of Muenster in Germany and Massey University in New Zealand

2011 ◽  
pp. 644-664
Keyword(s):  
New Zealand ◽  
Learning Community ◽  
Communication Skills ◽  
Real Life ◽  
Virtual Learning ◽  
Virtual Space ◽  
Internet Technology ◽  
Global Business ◽  
Applied Design ◽  
The University

Global business life nowadays is marked by quickly evolving forms of cooperation. These are often set in virtual space where various members from different countries are brought together in order to collaborate. This trend calls for specific abilities in communication that respond to the challenges evoked by the ever evolving and newly forming nature of international virtual project teams. In this paper, these abilities are called “agile communication skills”. The paper reports on the conceptualisation and implementation of a Virtual Learning Community (VLC) in a longitude study designed to foster so-called “agile communication skills”. Our research presents an approach where VLCs are used in order to create authentic evolving cooperations between students. For this matter internet technology seemed to prove as a key enabler. However, the mere use of technology does not suffice on its own. We, thus, identified design principles of VLCs that appear to be critical factors for successfully implementing such communities. We applied design-oriented research by grounding our model in prior work and formatively evaluating it in multiple case studies over a period of two years. In this paper we present the matured model and show what features characterise an eLearning environment to teach agile communication skills in a university setting. In addition we report on evaluating this model in a real-life application scenarios by giving illustrating examples from the final case study between the players involved: the Massey University in New Zealand and the University of Münster in Germany.

scholarly journals Intensifying Language Learning Through Practice: Role-Play and The Perceptions of Japanese Medical- Related Profession Students

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Faramarz Samifanni
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Language Education ◽  
Oral Communication ◽  
Role Playing ◽  
Target Language ◽  
Study Results ◽  
Language Study ◽  
The University

This article presents a descriptive mixed study regarding the perceptions of university medical-related profession students towards role-playing and their confidence in communication. Students' perception towards role-playing was determined by an open-ended questionnaire while their most important consideration in language study was measured through a seven-point Likert scale. Thematic analysis was used for the qualitative data while descriptive statistics were used to analyze quantitative data. Out of the 144 students from all the classes, 117 medical-related profession students participated in the study. Results showed that role-playing helped the students gain confidence through frequent practice of the target language. Moreover, role-playing showed improvement in the medical-related students’ oral communication skills including their non-verbal communication skills. Furthermore, the students consider practicing the target language as the most important consideration in language study. The results indicate that this study can provide substantial data towards a new approach and a paradigm shift in English language education at the university level; from grammar focused instruction to communicative approach.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

Research and Teaching: Think Before (and After) You Speak: Practice and Self-Reflection Bolster Oral Communication Skills

2016 ◽  
Vol 045 (06) ◽  
Author(s):  
Eleanor Sterling ◽  
Adriana Bravo ◽  
Ana Luz Porzecanski ◽  
Romi Burks ◽  
Joshua Linder ◽  
...  
Keyword(s):  
Communication Skills ◽  
Oral Communication ◽  
Self Reflection ◽  
Research And Teaching ◽  
Before And After

Perfil da Linguagem em Pacientes com Acidente Vascular Encefálico Atendidos pelo Serviço Assistencial Domiciliar Multidisciplinar em Porto Velho – Rondônia

REVISTA FIMCA ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 34-42
Author(s):  
Amanda Leite Silva Cabral ◽  
Flávia Peres Lima ◽  
Jéssica Iara Costa Bessa Paraguassú
Keyword(s):  
Communication Skills ◽  
Oral Language ◽  
Care Service ◽  
Oral Communication ◽  
Etiologic Factor ◽  
Test Protocol ◽  
Cross Sectional ◽  
One Year ◽  
The City ◽  
Porto Velho

Introdução: A afasia é uma das sequelas mais importantes que ocorrem após lesão cerebral de acidente vascular encefálico (AVE). Objetivos: Identificar o perfil da linguagem oral de pacientes com AVE, atendidos pelo Serviço Assistencial Multidisciplinar Domiciliar (SAMD) na cidade de Porto Velho – RO. Materiais e Métodos: Trata-se de um estudo transversal e quantitativo, realizado na residência dos pacientes que estavam sendo atendidos pelo SAMD. Onde foi utilizado o protocolo de Teste de Reabilitação das Afasias composto inicialmente de um questionário que foi aplicados com os familiares dos pacientes para coletar dados quanto ao AVE e os Testes de Comunicação Oral para avaliar dos pacientes. Resultados: Foram avaliados 11 sujeitos com AVE e oito sujeitos apresentaram afasia emissiva do tipo Broca (100%) com presença de agramatismo e anomia (87,5%), e déficit na organização da comunicação e na memória (100%). Referente à etiologia do AVE, verificou-se que 62,5% dos sujeitos apresentaram etiologia decorrente de hipertensão, com tempo de sequelas com tempo entre um ano menos e a três anos (37,5%). Todos os sujeitos (100%) eram muito falantes antes do AVE, porem 50% continuaram muito falantes após o AVE e os outros 50% se tornaram pouco falantes. Conclusão: Os resultados evidenciam que a maioria dos sujeitos apresentaram afasia emissiva do tipo Broca, em decorrência de Acidente Vascular Encefálico Isquêmico tendo como fator etiológico a hipertensão. Desencadeando alterações de linguagem como anomia e agramatismo, afetando ainda suas habilidades de comunicação como a memória e a organização da linguagem. Introduction: Aphasia is one of the most important sequels that occur after brain injury from stroke. Objectives: To identify the oral language profile of patients with stroke, assisted by the Multidisciplinary Home Care Service (SAMD) in the city of Porto Velho - RO. Materials and Methods: This was a cross-sectional and quantitative study carried out at the residence of the patients who were being treated by the SAMD. Where the Aphasia Rehabilitation Test protocol was used, composed initially of a questionnaire that was applied with the relatives of the patients to collect data regarding the AVE and the Oral Communication Tests to evaluate the patients. Results: Eleven subjects with EVA were evaluated, and eight subjects presented Embryonic Emphasis of Broca type (100%) with presence of agramatism and anomia (87.5%), and deficits in the organization of communication and memory (100%). Regarding the etiology of the AVE, 62.5% of the subjects presented etiology due to hypertension, with sequelae time between one year less and three years (37.5%). All subjects (100%) were very talented before the AVE, but 50% remained very talented after the AVE and the other 50% became less talkative. Conclusion: The results show that most of the subjects presented Embryonic Emphasis of the Broca type, due to Ischemic Stroke, having as etiologic factor hypertension. Unleashing language changes such as anomie and agramatism, still affecting his communication skills as memory and the organization of language.

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