Counselling students' responses to conducting role‐play activities online: An evaluation of MSc university students

2021 ◽  
Author(s):  
Lauren Young
Keyword(s):  
University Students ◽  
Role Play ◽  
Counselling Students

scholarly journals ELECTRONIC EDUCATIONAL RESOURCES DURING THE CONDUCT OF A BUSINESS GAME WITHIN THE FRAMEWORK OF GEODESIC PRACTICE

2021 ◽  
pp. 170-172
Author(s):  
Olga V. Solnyshkova
Keyword(s):  
University Students ◽  
Role Play ◽  
Educational Resources ◽  
Business Game ◽  
Selection Of

The article discusses the process of applying electronic educational resources during a business game as a part of the geodetic practice of university students. The specifics of the selection of electronic educational resources to support business games are noted and the resources most often requested by students during role-play classes are determined.

scholarly journals Comparing educational effects between role-play and gatekeeper training in Crisis-management, Anti-stigma, and Mental Health Literacy Program for University Students (CAMPUS)

2021 ◽  
Author(s):  
Asumi Takahashi ◽  
Hirokazu Tachikawa ◽  
Yuki Shiratori ◽  
Daichi Sugawara ◽  
Takami Maeno ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
University Students ◽  
Crisis Management ◽  
Mental Health Literacy ◽  
Role Play ◽  
Training Group ◽  
Literacy Program ◽  
Gatekeeper Training ◽  
Play Group

Aims: We compare the educational effects of role-play and discussion and gatekeeper training to develop an evidence-based suicide prevention education program for university students. Methods: Participants comprised 145 medical students. “Crisis-management, Anti-stigma and Mental Health Literacy Program for University Students” (CAMPUS) was designed and developed, which included a lecture and a parallel session for role-play or gatekeeper training. Students attended a lecture and were randomly assigned to the role-play group or gatekeeper training group. Questionnaires were filled before the module, immediately after the module, and three months after the program. Results: The role-play group learned more appropriate coping skills, whereas the gatekeeper training group improved their self-efficacy as gatekeepers. The students’ depressive state had decreased at three months after the program, along with the reduced suicide probability in students with suicide risk. Conclusions: Role-play and gatekeeper training evinced different educational effects. However, CAMPUS was comprehensively effective in preventing suicide in university students.

scholarly journals Promoting Intercultural Competence of Thai University Students through Role-Play

2017 ◽  
Vol 8 (6) ◽  
pp. 37 ◽  
Author(s):  
Kanoknate Worawong ◽  
Kanjana Charttrakul ◽  
Anamai Damnet
Keyword(s):  
University Students ◽  
Intercultural Competence ◽  
Rating Scale ◽  
English Education ◽  
Native Speaker ◽  
Body Movement ◽  
Role Play ◽  
Ministry Of Education ◽  
Thai University

The current situation of international communication in globalization context requires intercultural competence (IC) to achieve successful communication (Crystal, 2003). Concerning this intercultural competence, non-verbal communication (NVC) plays a key role to indicate the success of having intercultural competence. On the other hand, Thai Ministry of Education (MOE) has launched the CEFR for the country policy in English teaching and learning (Ministry of Education, 2016). The purpose of this paper is to present major results of an investigation of intercultural competence, that is, the NVC. An innovative program implemented in this study is the CEFR and project- based activities (the CEFR-PBA). The study also examines Thai university students’ attitude towards this innovative class. This paper discusses the IC students learned from role-plays. The participants of the study were 44 students of third year English Education at a Thai Rajabhat University. Research method applies action research (Burns, 1999) and case study (Yin, Case Study Research: Design and Method, 2003). Data collection gained was from 1) videotape recordings of students’ role-play, and 2) the questionnaire. Data analysis for video recordings employed a NVC rating scale evaluated by native-speaker raters; while means, percentage, and SD were used for the questionnaire. Grounded theory’s color coding (Strauss & Cobin, 1990) will be utilized in analyzing the qualitative data from raters’ additional comment. Findings revealed students’ NVC performance were both appropriate on body movement and position as well as vocalic communication. Moreover, their attitude towards the CEFR-PBA was positive.

scholarly journals STUDENTS' PERSPECTIVE OF USING ROLE PLAY TO DEVELOP SPEAKING SKILL

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Almira Mulyana
Keyword(s):  
University Students ◽  
English Education ◽  
Positive Impact ◽  
Role Play ◽  
English Department ◽  
Ibn Khaldun ◽  
Know How ◽  
Speaking Skill ◽  
Faculty Of Education ◽  
Made In

This research was aimed know how was speaking skill was developed through a method based on students’ perspective. This was a qualitative design study by giving a questionnaires , interview, and observation to the English Department students. The data were collected from sixteen students from Faculty of Education majoring English Education at Ibn Khaldun Bogor University. The aims of this research is to find what the students’ perspective of role play method and what the effect that they felt from the method after they learned it. The instrument of this research is questionnaires form made in Google form. The data were analyzed by the researcher and the result of the research showed that more than 80% of Ibn Khaldun Bogor University students majoring English Department agree that Role Play method can be a fun method of learning to develop students' speaking skill. They conclude that role play has many positive impact on their speaking skill such as they felt more confident, their vocabulary increased, pronunciation they became much better.

scholarly journals Thai University Students’ Use of Yes/No Tokens in Spoken Interaction

2019 ◽  
Vol 12 (3) ◽  
pp. 1
Author(s):  
Kornsak Tantiwich ◽  
Kemtong Sinwongsuwat
Keyword(s):  
University Students ◽  
Native Speakers ◽  
Role Play ◽  
Specific Context ◽  
Topic Shift ◽  
Interactional Functions ◽  
Spoken Interaction ◽  
Linguistic Framework ◽  
Thai University

Adopting the interactional linguistic framework, the study aimed at exploring the range and frequency of interactional functions of yes/no tokens used by Thai university students of A2 proficiency in their English conversation, and contrasting their use with that of English native speakers (ENSs). The data was derived from 83, two-three party role-play conversations of approximately three–five minutes long obtained from conversation classes that were transcribed and analyzed. The findings revealed the students’ use of yes tokens in the following order of functional frequency: acceptance, confirmative response, positive alignment, acknowledgment, topic shift and self-confirmation. By contrast, no tokens were employed most often to disconfirm/disagree, followed by doing disappointment, restatement and negative alignment. Additionally, the students appeared to overuse yes tokens to fulfill certain functions for which ENSs usually deployed other expressions, and had difficulty giving grammatical short answers with the tokens. Furthermore, unlike ENSs, they often used these tokens alone, repeatedly or redundantly with other expressions of the same functions. It was suggested that students be made aware of grammatical expressions that can co-occur with yes/no tokens in giving short answers, and especially of a wider range of expressions commonly used in a specific context and various contexts in which an expression can be appropriately used.

Turn openings in L2 French

2016 ◽  
Vol 7 (1) ◽  
pp. 117-144 ◽  
Author(s):  
Britta Thörle
Keyword(s):  
University Students ◽  
Native Speakers ◽  
Role Play ◽  
Discourse Markers ◽  
Point Of View ◽  
Dynamic Nature ◽  
Acquisition Strategies ◽  
Exolingual Interaction

In this contribution we will analyze a corpus of telephone conversations between German students of French and native speakers from an interactional linguistic point of view. The study is based on a corpus of ten formal conversations performed as role play between German university students and native speakers of French. Taking an interactional approach, the use of discourse markers will be described as a situated activity of learners who use the resources at their disposal to accomplish conversational tasks. The analysis will concentrate on the accomplishment of turn openings and point out the dynamic nature of the use of discourse markers in exolingual interaction. During the conversations, learners employ forms already available in their repertoire as discourse markers, they use the interlocutor’s example as a model, and they develop their own routines. Against this background, certain characteristics of discourse markers in L2 can be described as the result of communication and acquisition strategies that allow learners to maintain the conversation as well as to build, expand or adjust their repertoire.

scholarly journals Strategies in Teaching Speaking used by Teachers of Young, Junior High School, Senior High School, and University Students

E-Structural ◽  
2020 ◽  
Vol 3 (02) ◽  
pp. 115-130
Author(s):  
Heidy Wulandari
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
University Students ◽  
Junior High School ◽  
Junior High ◽  
Role Play ◽  
Senior High School ◽  
Story Telling ◽  
School Students

Abstract. This study aims at describing strategies in teaching speaking adopted by teachers of different student levels. The method used was descriptive qualitative method with 32 participants. The instrument was interview in the form of focused group discussion. The data were analyzed using open coding and categorization. The result shows that teachers of all levels tend to consider students’ needs, the components of teaching speaking, and the media. For young learners, the teachers use discussion, story-telling, speech, guessing game, problem solving, and simulation. Games, modeling, electronic media, and instruction are suggested by the teachers as additional strategies. Meanwhile the strategies used for teaching speaking to junior high school students are discussion, story-telling, guessing game, and role play. Direct speaking is suggested as additional strategy. Moreover for teaching speaking to senior high school students, the teachers choose strategies such as discussion, story-telling, speech, guessing game, role play, problem solving, simulation, information gap, and jigsaw. Additional strategies suggested by the teachers are building sentences from root, talking stick, team game tournament, think pair and share, snowball throwing game, think, discuss and share, talking English directly, give and take model, time token model, repeat pronouncing words, and media and teacher as model. Then for teaching speaking to university students, the strategies chosen are role play, discussion, story-telling, problem solving, speech and simulation, guessing game, and information gaps. The additional strategies suggested by the teachers are hot seat and presentation. Finally, it is recommended that the further research will take time limitation, and the strategies strengths and weaknesses into account. Keywords: speaking, strategies, teaching Abstrak. Penelitian ini bertujuan untuk mendeskripsikan tentang strategi mengajar berbicara bahasa Inggris yang dipakai guru dalam mengajar siswa dengan level berbeda. Metode yang digunakan adalah metode kualitatif deskriptif dengan 32 partisipan. Instrumen yang digunakan adalah wawancara dalam bentuk fokus grup diskusi. Analisis data dilakukan dengan koding dan kategorisasi. Hasil analisa menunjukkan bahwa guru cenderung mempertimbangkan kebutuhan siswa, komponen dalam mengajar speaking, dan media. Untuk mengajar anak-anak guru menggunakan strategi diskusi, bercerita, berpidato, tebak-tebakan, penyelesaian masalah, dan simulasi. Permainan, model, media elektronik dan instruksi disarankan oleh para guru sebagai strategi tambahan. Sementara itu untuk mengajar berbicara bahasa Inggris pada siswa SMP, strategi yang digunakan adalah diskusi, bercerita, tebak-tebakan, dan bermain peran. Berbicara langsung disarankan sebagai strategi tambahan. Selain itu, untuk mengajar berbicara bahasa Inggris pada siswa SMA, guru memilih strategi seperti diskusi, bercerita, pidato, tebak-tebakan, bermain peran, penyelesaian masalah, simulasi, gap informasi ,dan jigsaw. Strategi tambahan yang disarankan oleh para guru adalah membuat kalimat dari akar kata, tongkat berbicara, turnamen tim, berpikir, berpasangan, dan berbagi, lempar bola salju, berpikir, berdiskusi, dan berbagi, berbicara langsung bahasa Inggris, memberi dan menerima, model token waktu, dan mengucapkan kata berulang. Kemudian untuk mengajar mahasiswa, strategi yang dipilih adalah bermain peran, diskusi, bercerita, penyelesaian masalah, berpidato dan simulasi, tebak-tebakan, dan gap informasi. Strategi tambahan yang disarankan oleh para guru adalah kursi panas dan presentasi. Penelitian ini tidak mempertimbangkan kekurangan dan kelebihan dari setiap strategi. Oleh karena itu aspek kekurangan dan kelebihan dari strategi mengajar speaking di level berbeda sangat direkomendasikan bagi penelitian selanjutnya. Kata kunci: berbicara bahasa Inggris, mengajar, strategi

Role Play: Let’s Act It Out!

2020 ◽  
Vol 2 (1) ◽  
pp. 32
Author(s):  
Anis Idayu Aziz ◽  
Raja Nur Hidayah Raja Yacob ◽  
Mohd Faiez Suhaimin ◽  
Wan Saiful 'Azzam Wan Ismail ◽  
Amanina Abd Razak
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Language Skills ◽  
Role Play ◽  
Play Activity ◽  
Play Assessment ◽  
Proficiency Level ◽  
Video Presentations

Generally, most university students are reluctant to speak English in public due to lack of Englishproficiency. This situation has led to lost interest in role-play activity among UiTM Cawangan Kelantanstudents; particularly Integrated Language Skills 1 (ELC121) students. Hence, this project intends toincrease students’ interest in role-play activity as well as enhance students’ proficiency in Englishlanguage especially in role-play assessment. This project focuses on using Interactive DVD as a tool tohelp in motivating the student’s interest and enhancing student’s proficiency level. This interactive DVD iscomprised of notes, samples of dialogues and video presentations meant for teaching and learning roleplay.Based on the outcomes, the students show positive enthusiasms in joining the class and performoutstandingly in role-play test. The Interactive DVD motivates them to actively participate in role playactivity with confidence.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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