Towards a CEFR Framework for Workplace Communication: Students’ Perceptions of the Sub-Skills, Use and Importance of Language Productive Skills (LPS)

The ever-changing demands of the workforce due to current trends have led to the need for universities to equip their graduates with the necessary soft skills to increase their employability. As a result, the implementation of CEFR in language curricula was emphasised to address this matter. However, research on how CEFR could be implemented into a university''s workplace communication course is severely lacking. Moreover, there is room to further enhance existing CEFR frameworks for workplace communication. Thus, this preliminary study was conducted to investigate students’ perceptions of the use and importance of language productive skills (LPS) at the workplace towards developing a CEFR framework for workplace communication. The study adopted the quantitative approach through questionnaires to gauge students’ perceptions of the use and importance of LPS at the workplace. A total of 354 students from various faculties under the clusters of science and technology, business and management, and social sciences and humanities participated in the study. The responses were analysed using the Statistical Package for Social Sciences (SPSS). The study’s findings show that, generally, students’ perceptions regarding the use and importance of speaking skills in the workplace are congruent to the CEFR scale for formal discussions. However, the use and importance of writing skills do not match the current available scale under CEFR to cater to workplace communication. Thus, future research calls for curriculum developers to identify relevant descriptors needed for written workplace communication.

Choosing wisely: protocols, priorities and a postcard

Can a young doctor without training in communication skills use empathy as a compass for making ethical decisions? This narrative reflects on a young boy left alone with a paralysed dying father after six months of ‘free’ but futile treatment. Protocols should be weighed against prognosis and priorities when the disease is incurable.

The effectiveness of a short-term DBT skills group in a ‘real-world’ clinical setting

Objective: This study evaluated the effectiveness of a short-term outpatient DBT (DBT-S) skills group for individuals experiencing pervasive emotion dysregulation (PED). Method: Pre-and post-group outcome data consisted of self-report measures and six-month Mental Health admissions and Emergency Department presentations. Results: Group completers reported significant improvements in psychological distress, depression, borderline symptomatology and functional impairment, increases in ‘skills use’ and decreases in ‘dysfunctional coping’, associated with symptomatic improvement. There were reduced numbers of Mental Health presentations and admissions between six months pre- and post-group. Conclusion: Findings support emerging evidence for DBT-S as an effective, viable treatment for PED.

Investigation of 21st Century Learner Skills Usage Levels of Turkish Language Teacher Candidates

In this study, it was aimed to determine the 21st century learner skills usage levels (cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills) of Turkish language teacher candidates in terms of some variables (gender, grade level, success status). In this study, singular screening, causal comparison and relational screening models were used together within the framework of quantitative research approaches. The respondents were 259 students studying in Turkish Language Teaching Program of Turkish and Social Sciences Department at Balikesir University Necatibey College of Education in the 2018-2019 academic year. The “21st Century Learner Skills Usage Scale” developed by Orhan Göksün (2016) was used as the data collection tool. The scoring of the five-point Likert-type scale consisting of 31 items was made from never (1) to always (5). The 31 items in the scale were gathered under four factors as cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills. In the analysis of the data obtained, mean for descriptive analysis, t-test and analysis of variance techniques for comparisons made by the related variables were used. In the study, it was found that the 21st century learner skills usage levels of Turkish language teacher candidates differed in favor of males only in the innovation skills dimension of the scale. It was concluded that as the grade level and grade point average increased, the level of 21st century learner skills use of the participants also increased.

Determinants of Web Search Effectiveness from the Perspective of Library and Information Science Students

This study examined an empirical analysis of the determinants of library and information science students’ web search effectiveness at the University of Ilorin, Nigeria. A total enumerative method was used where the entire 146 year three and four undergraduate students of the Department of Library and Information Science represent the sample. Through a survey approach, a questionnaire was developed and used for the collection of data. Three research questions were developed to guide the study. The results demonstrate that determinants such as internet and computer self-efficacy, information literacy skills, use of Boolean operators and use of appropriate search terms significantly correlate with and determine web search effectiveness.

Determinants of Web Search Effectiveness From the Perspective of Library and Information Science Students

This study examined an empirical analysis of the determinants of library and information science students’ web search effectiveness at the University of Ilorin, Nigeria. A total enumerative method was used where the entire 146 year three and four undergraduate students of the Department of Library and Information Science represent the sample. Through a survey approach, a questionnaire was developed and used for the collection of data. Three research questions were developed to guide the study. The results demonstrate that determinants such as internet and computer self-efficacy, information literacy skills, use of Boolean operators and use of appropriate search terms significantly correlate with and determine web search effectiveness.

Skolotāju metakognitīvo prasmju pašnovērtējuma korelācija ar pašnovērtējumu par savu profesionālo pilnveidi

In order to achieve higher learning goals for students, for teachers it is important to plan, monitor and reflect on their professional performance to make decisions about the improvements that need to be made. Metacognitive skills are essential for teachers to define their real professional development needs and organize their own professional development. This leads to a hypothesis that teachers who have developed metacognitive skills use them both in their classroom and professional development process. In a case study, teachers of a large high school of Riga were examined whether there is a correlation between teachers' assessment of their metacognitive skills in organizing learning process in classroom and their self-assessment about professional development. The findings of the study suggest that there is no clear correlation between teachers' assessment of their professional activities related to lesson planning, monitoring and evaluation and their attitudes towards their involvement in the design, implementation and reflection of their professional development. Although average rates of teachers' self-evaluation for lessons and their professional development are quite similar across all aspects of metacognitive skills, the correlation between these elements is weak (up to 0.3) or moderately close (0.5 to 0.7). Teachers who indicate in their self-assessment that they regularly plan, monitor and evaluate their performance in the classroom do not always follow similar steps in their professional development and vice versa.