scholarly journals Achievement or proficiency? Just getting a pass is enough!

2016 ◽  
Vol 6 (2) ◽  
pp. 72-84
Author(s):  
Jabbar Al Muzzamil Fareen
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Peer Interaction ◽  
Learning Experiences ◽  
Proficiency Tests ◽  
Academic Pressure ◽  
The Subject ◽  
Motivation Level ◽  
Cognitive Knowledge

This paper discusses about the problems and limitations of the engineering students in gaining achievement and proficiency in language exams and realia. As the students aim at mere passing the subject, they are not able to develop proficiency to communicate in real situations. Due to the academic pressure in their disciplinary studies, engineering students pay little contribution for enhancing linguistic and communication skills. Qualitative ethnography research is conducted to understand the practical difficulties and learning experiences of the students. It is found that the motivation level of the students is low as far as language learning is concerned. The present research implies on the use of cognitive knowledge, discursive techniques and peer interaction in open tasks and suggests how it aids them to display better performances in both achievement and proficiency tests.

scholarly journals The Right Tools for the Job: Discipline-Specific Language-Learning for First-Year International Engineering Students

2018 ◽  
Author(s):  
John Pringle ◽  
Gabriel Potvin
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Language Education ◽  
Integrated Approach ◽  
First Year ◽  
Specific Language ◽  
Language Courses ◽  
The Right ◽  
Error Types

Vantage College at UBC offers specialized first-year programs for international students that integrate core disciplinary courses with complementary language education to allow students to develop their communication skills before joining their direct-entry counterparts for the remainder of their studies. This paper builds on the partnership between two first year engineering chemistry courses and their adjunct language courses, in which the instructors work closely together to accomplish mutual learning objectives. As a measure of the effectiveness of this integrated approach on the development of discipline-specific communication skills, the frequency of specific language error types are tracked in student’s lab reports, across two terms, and students report through a survey their perception of how this integrated approach helped them develop their technical communication skills. Overall, as indicated by both significant reductions in the frequency of several error types, as well as the responses provided by students, this integrated approach is effective, and the data suggests key areas of focus for further improvement.

scholarly journals Communicating and Resisting Oppression: using Drama for Communication Skills and Social Consciousness in Language Classrooms

2019 ◽  
Vol 8 (3S2) ◽  
pp. 173-176
Keyword(s):  
Social Responsibility ◽  
Language Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
National Development ◽  
Educational Institutions ◽  
Rabindranath Tagore ◽  
The Social ◽  
Language Classrooms

The highest education is that which does not merely give us information but makes our life in harmony with all existence. (Rabindranath Tagore) This statement made by Tagore highlights the most prominent objective of education as a means not only to provide information but most importantly to imbibe the sense of respect, love and fellow feeling that is the main ingredient required to usher in peace and harmony in a nation. Here, information denotes the skills that education imparts whereas the harmony that he refers to speaks of a social responsibility that can bring about harmony and national development. However the syllabi in most of the educational institutions related with language learning and communication skills especially in technical institutions are questionable as to whether they serve to impart both these aspects. A formidable query arises as to whether we are moulding humans equipped with technical and social skills or are we merely manufacturing living and breathing machines sans any form of moral and emotional attachment to their surroundings. The present paper is a case study conducted to determine whether the inclusion of literature in the form of drama in a language learning classroom for engineering students would help to hone the communication skills and inculcate the social responsibility and imbibe consciousness in them.

scholarly journals ATTITUDES OF ENGINEERING STUDENTS TOWARDS LEARNING COMMUNICATION SKILLS: A STUDY

2021 ◽  
pp. 53-58
Author(s):  
Dipakkumar Bhatt
Keyword(s):  
Communication Skills ◽  
Technical Communication ◽  
Engineering Students ◽  
Positive Impact ◽  
Alternative Hypothesis ◽  
Negative Attitude ◽  
P Value ◽  
Engineering Student ◽  
Future Prospects ◽  
The Subject

Communication Skills play a very significant role in the life an engineering graduate. It is important for an engineering student to have command on communication skills, keeping in mind the present job scenario demands of the recruiters. The aim of the present study is to find out the attitude of the engineering students towards learning the subject of communication skills in their 2nd year of engineering named Effective Technical Communication. A comparative study was conducted between English medium students’ and vernacular medium-Gujarati medium students’ approach towards learning communication skills subject. Likert Scale questionnaire having 10 statements was designed and it was surveyed from two universities of the State teaching B.E./B.Tech. programs. A total number of 26 respondents’ responses were analyzed using one-tailed t-test and the p-value was utilized to justify the alternative hypothesis. It has been noticed that the students keep positive approach towards learning the subject, though few students hold negative attitude for learning the subject. It seems necessary to mention that the fact is realized by the students that strengthening the communication skills can have positive impact on their future prospects.

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’.

THE USE OF COMMUNITY LANGUAGE LEARNINGMETHOD TO IMPROVE STUDENTS’ SPEAKING ACHIEVEMENT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eko Widoyo Putro ◽  
Berlin Sibarani
Keyword(s):  
Language Learning ◽  
Secondary Data ◽  
Primary Data ◽  
Second Grade ◽  
Learning Method ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Method Improvement ◽  
Community Language

This study is aimed at improving the second grade of students’ speakingachievement by using Community Language Learning (CLL) Method. Theresearch was conducted by applying classroom action research. The subject of this study was second grade of Private Senior High School (Sekolah Menengah Atas Swasta) of Dwi Tunggal Tanjung Morawa which consisted of 31 students. To collect the data, the instruments used were primary data (SpeakingTest) and secondary data (interview sheet, observation sheet, field notes). It can be seen from the score in test I, test II and test III. In the Test I, the mean of the students’score was (64.77), in the Test II was (71.35), and the mean of the students’ score of the Test III was (80.90). Based on the interview, and observation sheet, it shows that the expression and excitement of the students got improved as well. It was found that teaching of speaking by using Community Language Learningcould significantly improve students’ speaking achievement.Key Words: Community Language Learning, Method, Improvement, Speaking Achievement

The University Student’s Motivation Level on Learning English

2016 ◽  
Vol 7 (1) ◽  
pp. 130
Author(s):  
Esmira Mehdiyev ◽  
Celal Teyyar Uğurlu ◽  
Gonca Usta
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
T Test ◽  
University Graduates ◽  
Significant Difference ◽  
Personal Use ◽  
Motivation Level ◽  
Motivation Scale ◽  
The University

This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

PENERAPAN METODE BERMAIN PERAN UNTUK MENINGKATKAN PEMBELAJARAN BAHASA INDONESIA ASPEK BERBICARA

2017 ◽  
Vol 6 (2) ◽  
pp. 223
Author(s):  
Musa Ismail
Keyword(s):  
High School ◽  
Language Learning ◽  
Role Play ◽  
Senior High School ◽  
Language Teachers ◽  
Literary Works ◽  
Communication Ability ◽  
The Subject ◽  
Bahasa Indonesia

Indonesian language (IN) is one of the obligatory lessons in Senior High  School. The learning of Indonesian language is pointed to the  increasing ability of students. This aim  to increase students’ ability to communicate in Indonesian language well and properly. The communication ability is expected especially in oral and written. Besides, students are hoped to  be  able  to  appreciate  literary works. The objective of this research is to identify and to describe the implementation of role play method in the efforts to increase the activity of Indonesian language  learning  in speaking aspects and to identify and to get  the description whether  the implementation of the method can increase process and result speaking aspect of Indonesian language learning of students class XI IPS 1, Semester 1, SMAN 3 Bengkalis. The method used was classroom action method and the subject was class XII IPS 1, semester 1, SMAN 3 Bengkalis. The collection of data and information were carried out by observation, journal and document study. The result of the research showed that (1) The implementation of of  role play method can increase  the activities of  speaking aspects  in   Indonesian  language learning. On the  1st cycle1, 1st meeting, the percentage of students’ activities was 73% with the good category (3,6), while on the second meeting, it was 82% with the very good category (3,7). On the first meeting of the second cycle, the percentage of students’ activities became 83% with the very good category (4,3), while on the second meeting was 96% with the  very good category (5,0), (2) The implementation of role play method is able to increase the result of speaking aspect in learning Indonesian language. On the first cycle, the students’ reserved effort was 73% while on the second cycle was 77%. Meanwhile, based on attachment 3, the classical completeness on cycle 1 reached 86%, on cycle 2,  it  increased 96%. Based on the result  of  the  research,  the  researcher proposed that it would be better for the Indonesian language  teachers to implement role play method for the materials  that  are  suitable  with . speaking aspects. The reason is that this method is proved to be able to increase the process and result of students  learning. When implementing  this method,  teachers are hoped to give guidance, motivation, and explanation that more focused so that students can learn optimally.Abstrak  Bahasa Indonesia (BI) merupakan salah satu mata pelajaran wajib di SMA. Pembelajaran BI diarahkan  untuk  meningkatkan  kemampuan  peserta  didik.  Hal  ini  bertujuan  untuk meningkatkan  kemampuan  siswa  berkomunikasi  dalam  BI  dengan  baik  dan  benar. Kemampuan  berkomunikasi  yang  diharapkan  terutama  secara  lisan maupun  tulisan.  Selain itu,  siswa  diharapkan  juga  sanggup mengapresiasi  hasil  karya  sastra.  Tujuan  penelitian  ini adalah untuk mengetahui dan mendeskripsikan bagaimana penerapan metode bermain peran dalam upaya meningkatkan aktivitas pembelajaran BI aspek berbicara dan untuk mengetahui dan mendeskripsikan  apakah  penerapan metode  bermain  peran  dapat meningkatkan  proses dan  hasil  pembelajaran  BI  aspek  berbicara  siswa  kelas  XI  IPS  1,  Semester  1,  SMAN  3 Bengkalis. Metode  penelitian  ini  adalah  penelitian  tindakan  kelas  dengan  subjek  penelitian siswa  kelas  XII  IPS  1,  semester  1,  SMAN  3  Bengkalis.  Pengumpulan  data  dan  informasi dilakukan melalui observasi/pengamatan,  jurnal, dan telaah dokumen. Hasil penelitian, yaitu  (1)  Penerapan  metode  bermain  peran  dapat  meningkatkan  aktivitas  pembelajaran  Bahasa Indonesia aspek berbicara pada  siswa kelas XI  IPS  1, Semester  1, SMAN  3 Bengkalis T.P. 2013/2014.  Pada  siklus  1  pertemuan  1,  persentase  aktivitas  belajar  siswa  adalah  73  persen dengan kategori  baik  (3,6),  sedangkan pertemuan  2  sebesar 82 persen dengan kategori  baik (3,7). Pada siklus 2 pertemuan 1, persentase aktivitas belajar siswa menjadi 83 persen dengan kategori sangat baik (4,3), sedangkan pertemuan 2 sebesar 96 persen dengan kategori sangat baik  (5,0);  (2)  Penerapan  metode  bermain  peran  dapat  meningkatkan  hasil  pembelajaran Bahasa Indonesia aspek berbicara siswa kelas XI IPS 1, Semester 1, SMAN 3 Bengkalis T.P 2013/2014. Pada siklus 1, daya serap siswa sebesar 73 persen, sedangkan siklus 2 sebesar 77 persen. Sementara itu, berdasarkan Lampiran 3, ketuntasan klasikal pada  siklus  1 mencapai 86  persen,  sedangkan pada siklus 2 meningkat  menjadi  96  persen. Berdasarkan hasil penelitian, peneliti menyarankan agar guru mata pelajaran, khususnya Bahasa Indonesia sebaiknya menerapkan metode bermain  peran untuk materi yang sesuai dengan aspek berbicara. Alasannya, metode ini terbukti mampu meningkatkan aktivitas dan hasil belajar siswa. Ketika menerapkan metode bermain peran untuk aspek  berbicara, guru dituntut memberikan bimbingan, motivasi, dan penjelasan yang  lebih  terfokus agar siswa dapat melaksanakan pembelajaran dengan maksimal.

The Development of the Communication Skills of Individuals Living in Homes for People with Disabilities

2012 ◽  
Vol 2 (2) ◽  
pp. 56-70
Author(s):  
Petr Kopečný
Keyword(s):  
Czech Republic ◽  
Case Studies ◽  
Social Services ◽  
Communication Skills ◽  
Speech Therapy ◽  
People With Disabilities ◽  
Educational Support ◽  
The Czech Republic ◽  
The Subject ◽  
The Given

This paper concentrates on the area of special educational support provided to individuals living in homes for people with disabilities in the Czech Republic and presents partial research results illustrating the state of the provision of speech therapy to users of social services facilities falling under the jurisdiction of the Ministry of Labour and Social Affairs. The subject of the research is an analysis of support for the development of the communication skills of pupils living in social services facilities. The partial results of the research outline the approaches employed by the managerial staff of the given facilities in implementing special educational procedures, describe forms of speech therapy provision in homes for people with disabilities, and compare the attitudes of teachers and social services staff to the development of communication with the importance attributed to it by speech therapists and demonstrated by the case studies performed.

scholarly journals The Sound of Silence?

2005 ◽  
Vol 19 (5) ◽  
pp. 392-398 ◽  
Author(s):  
T. Hassall ◽  
J. Joyce ◽  
M.D. Bramhall ◽  
I.M. Robinson ◽  
J.L. Arquero
Keyword(s):  
Communication Skills ◽  
Engineering Students ◽  
Communication Apprehension ◽  
Vocational Choice ◽  
Communication Performance ◽  
Vocational Skills ◽  
Communication Development ◽  
Current Thinking ◽  
High Level

Employers often consider graduates to be unprepared for employment and lacking in vocational skills. A common demand from them is that the curriculum should include ‘communication skills’, as specific skills in their own right and also because of the central role that such skills can play in developing other desirable attributes. Current thinking in communication has indicated a split between communication apprehension and communication development. There are indications that techniques designed to develop communication skills will not resolve communication apprehension and that, if an individual has a high level of communication apprehension, these techniques will not result in improved communication performance. This paper compares and contrasts the levels and profiles of communication apprehension exhibited by accounting and engineering students. The implications of the findings are then discussed and the need for further research in the area of vocational choice is identified.

PETAH as Malay Language Learning Tools to Improve Communication Skills

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Noor Azam Abdul Rahman ◽  
Noraziah Mohd Amin
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Quantitative Research ◽  
Language Skills ◽  
Learning Tools ◽  
Learning Tool ◽  
Mean Values ◽  
Learning Aids ◽  
Foreign Speakers ◽  
Skills Learning

This study was conducted to evaluate the effectiveness of the use of the Malay language learning tool called PETAH to improve its communication skills. Learning aids are among the important elements to improve one's language skills, especially for second or foreign speakers. Past studies conducted by researchers like Fa'izah et.al (2010), Khuzaiton (2012) and others have proven that there are issues of communication among speakers of languages ​​other than English in the non-Malays in Malaysia. Based on these issues, the main objective of this study is to analyze the effectiveness of the use of PETAH learning aids on improving the communication skills of students who use it. This study uses a quantitative research method that uses a questionnaire containing 25 items aimed at the effectiveness of the use of PETAH learning aids. This questionnaire instrument was used to get feedback from respondents after they used PETAH learning aids. Data from the questionnaires were analyzed using SPSS version 21. The results showed that the majority of respondents (mean values ​​ranging from 3.35 to 4.71) agree that PETAH learning tools have improved their effectiveness in communication Malay language, especially if used continuously. In conclusion, a learning tool PETAH has a good impact on the improvement of communication skills of Malay language among non-Malays speakers in Malaysia.

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