Can Oral Communication Strategies Help Improve Oral Presentation Skills?

2017 ◽  
Vol 23 (8) ◽  
pp. 7682-7685
Author(s):  
Hairuzila Idrus
Keyword(s):  
Oral Presentation ◽  
Communication Strategies ◽  
Oral Communication

scholarly journals The Effects of Learning and Communication Strategies Instruction on Economics Undergraduates’ Oral Communication Ability in Thailand

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Mintra Puripunyavanich ◽  
Kittitouch Soontornwipast
Keyword(s):  
Learning Strategies ◽  
Oral Presentation ◽  
Communication Strategies ◽  
Oral Communication ◽  
Strategy Use ◽  
Communication Strategy ◽  
Communication Ability ◽  
Self Repair ◽  
Group Interviews ◽  
Strategies Instruction

This study investigates the effects of learning and communication strategies (LACS) instruction on economics students’ oral communication ability in Thailand and explores their perceptions toward the instruction. The study involved 23 third-year economics undergraduates at a public university in Thailand who were explicitly taught 13 learning and communication strategies in class. The impacts of the LACS instruction on oral communication ability were assessed by the participants’ pre- and post- oral presentation tests, and the perceptions of the participants as well as their strategy use were obtained from students’ reflective journals (SRJ), semi-structured focus group interviews, and the teacher’s observation notes. The findings reveal that all students’ oral presentation test scores significantly improved and confirm that teaching a combination of different LACS could enhance oral communication ability. The qualitative results indicate that all 23 students had positive perceptions of the strategies instruction. Furthermore, it is revealed that strong students used a combination of all three types (cognitive, metacognitive, and affective) of learning strategies (LS) and a communication strategy (CS) of self-repair, while moderate and weak students employed a combination of two types (cognitive and affective) of LS and self-repair. Nonetheless, this study would argue that strong, moderate, and weak students did apply metacognitive strategies, as evidenced by their reflections on their strategy use in the journals and the self-assessment form, but some students were not aware of it. Consequently, future studies should emphasize raising students’ awareness of their metacognitive strategy use.

scholarly journals Exploring the Oral Communication Strategies Used by Turkish EFL Learners: A Mixed Methods Study

2018 ◽  
Vol 11 (2) ◽  
pp. 539-554
Author(s):  
Yusuf Demir ◽  
◽  
Gülçin Mutlu ◽  
Yavuz Selim Şişman ◽  
◽  
...  
Keyword(s):  
Mixed Methods ◽  
Communication Strategies ◽  
Oral Communication ◽  
Mixed Methods Study ◽  
Efl Learners

Effect of Oral Communication Strategies Training on the Development of Malaysian English as a Second Language Learners’ Strategic Competence

2017 ◽  
Vol 5 (4) ◽  
pp. 57
Author(s):  
Gan Lai Kuen ◽  
Shameem Rafik-Galea ◽  
Chan Swee Heng
Keyword(s):  
Second Language ◽  
Second Language Learners ◽  
Communication Strategies ◽  
Strategy Instruction ◽  
Oral Communication ◽  
Communication Strategy ◽  
Self Report ◽  
Control Group ◽  
Strategic Competence ◽  
Experimental Group

This study investigates the use of oral communication strategy instruction on English as a Second Language (ESL) learners’ oral communicative performance and their strategic competence. The treatment involved 12 weeks of training using oral communication strategies such as circumlocution, appeal for help, clarification request, fillers, comprehension check, confirmation checks, self-repair and topic avoidance. Strategies were integrated into the learners’ Communicative English 2 Course syllabus with Mechanical Engineering content. The study involved two intact control (n=34) and experimental groups (n=54). The control group only received the normal Communicative English course with no explicit focus on communication strategies (CS) while the experimental group received CS training designed with metacognitive strategies. Pre and posttest procedures were used to assess the effectiveness of the training and learners’ strategic competence. Five instruments were used to collect the data (oral proficiency test, oral communication test, transcripts of oral communication test, unstructured interview and self-report). The findings revealed that the experimental group significantly outperformed the control group after the training and the learners’ self-reports also revealed positive results. The results also revealed that the learners frequently used literal translation from their first language in their communication. 

The impact of self-perception on Iranian EFL learners' oral communication

2015 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Ali Soltani ◽  
Mohsen Ghafari
Keyword(s):  
Data Analysis ◽  
Communication Skills ◽  
Communication Strategies ◽  
Oral Communication ◽  
Strong Positive Correlation ◽  
Self Perception ◽  
Male And Female ◽  
Efl Learners ◽  
Efl Students ◽  
The Impact

This study investigates the probable relationship between Iranian EFL learners' self-perception and assertiveness and their oral communication skills. A sample of 80 male and female Iranian EFL students participated in this study. The participants were initially required to complete Belbin's self-perception questionnaire, they were then asked to complete Oral Communication Strategies Inventory (OCSI). The results of the data analysis indicated that there was a strong positive correlation between the two variables and thus the higher the level of self-perception and assertiveness, the higher the level of communication will be. Keywords: Communication Strategies, Self-perception, Assertiveness.

Research timeline: Second language communication strategies

2016 ◽  
Vol 49 (4) ◽  
pp. 494-512 ◽  
Author(s):  
Sara Kennedy ◽  
Pavel Trofimovich
Keyword(s):  
Second Language ◽  
Communication Strategies ◽  
Oral Communication ◽  
Theoretical Understanding ◽  
Native Languages ◽  
Linguistic Resources ◽  
Theoretical Approaches ◽  
Proficiency Level ◽  
Language Communication ◽  
Analytical Tools

Speakers of a second language (L2), regardless of proficiency level, communicate for specific purposes. For example, an L2 speaker of English may wish to build rapport with a co-worker by chatting about the weather. The speaker will draw on various resources to accomplish her communicative purposes. For instance, the speaker may say ‘falling ice’ if she has forgotten the word ‘hail’ or may repeat the last few words of her interlocutor's utterance to show that she is listening and engaged. The term communication strategies (CSs) refers to the strategic use of various resources (both linguistic and non-linguistic) for communicative purposes. While speakers also use CSs in their native languages (L1s), research on L2 CS use is particularly interesting because speakers’ L2 linguistic resources and the associated cognitive processes are typically less developed, compared to those in their L1. Therefore, for L2 users to accomplish their communicative purposes in the L2, it is important that they effectively use the resources available to them. This research timeline presents key developments in theoretical understanding and empirical research targeting L2 CSs, mainly in oral communication. The timeline places particular emphasis on the evolution of theoretical approaches to the study of CSs and the consequent expansion of research in terms of the nature of participants, speech samples, and analytical tools used.

scholarly journals Penerapan Metode Talkshow untuk Mengembangkan Keterampilan Komunikasi Siswa dalam Pembelajaran Biologi

SIMBIOSA ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 29
Author(s):  
Rahmadyah Kusuma Putri
Keyword(s):  
Communication Strategies ◽  
Oral Communication ◽  
Receptive Communication ◽  
Presentation Skill

Penelitian ini bertujuan untuk mengetahui keefektifan metode talkshow dalam menumbuhkan keterampilan komunikasi siswa SMP Shafiyyatul Amaliyyah Medan TP 2019/2020. Penelitian ini merupakan penelitian tindakan kelas model Kemmis & Mc.Taggarte yang dilakukan sebanyak dua siklus pada bulan Agustus 2019 s.d Maret 2020. Masing – masing siklus terdiri dari empat tahap, yaitu: 1) perencanaan, 2) aksi, 3) observasi dan 4) refleksi. Keterampilan komunikasi yang dimunculkan adalah: komunikasi oral (oral communication), komunikasi reseptif (receptive communication), intensitas memperhatikan (discerns intent), menggunakan strategi komunikasi (uses communication strategies), berkomunikasi dengan jelas (communicates clearly for a purpose) dan keterampilan presentasi (presentation skill). Teknik pengumpulan data menggunakan lembar obsrvasi dan catatan lapangan. Hasil penelitian menunjukkan bahwa metode talkshow efektif dalam memunculkan enam keterampilan komunikasi. Ini dibuktikan dengan ketercapaian indikator aksi dalam penelitian tindakan kelas, yaitu sebanyak ≥50% dari total siswa mampu memunculkan keterampilan komunikasi pada tingkat teladan (exemplary). 

scholarly journals Creating Machinima (3D) and Real Life Videos in an ESP Classroom

2018 ◽  
Vol 20 (1) ◽  
pp. 41-56 ◽  
Author(s):  
Carol Anne Ochoa Alpala ◽  
William Ricardo Ortíz García
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Oral Presentation ◽  
Virtual World ◽  
Collaborative Work ◽  
Real Life ◽  
Oral Communication ◽  
English For Specific Purposes ◽  
Electronic Engineering ◽  
Oral Presentations

This research paper reports on the development of oral presentation skills in a 3D virtual world called Moviestorm machinima, in contrast with real-life videos. In this way, the implementation of both types of videos sought to promote the improvement of oral communication skills, specifically oral presentations in a foreign language, as well as promoting collaborative work. The study involved 60 students from different semesters of a private Colombian university from the schools of electronic engineering, computer science, and law, focusing on English for specific purposes. The results showed how students from different faculties worked collaboratively to achieve one goal: improve their oral presentation skills.

scholarly journals A Training to Enhance Oral Communication Strategies for Spanish Leaners of English

2021 ◽  
Vol 10 (3) ◽  
pp. 75
Author(s):  
Hanane Benali Taouis ◽  
Sidoní López Pérez
Keyword(s):  
Experimental Study ◽  
Empirical Study ◽  
Communication Strategies ◽  
Oral Communication ◽  
Cross Sectional ◽  
Before And After ◽  
Post Test

This experimental study investigates the use of oral communication strategies (CSs) by Spanish learners of English and the effect of the conducted oral CSs training on the subjects’ use of the CSs. This study is adding value to the fields of teaching and communication by including a training on the use of communication strategies instead of observation. It also counts with data collected from a total of 116 participants and 464 protocols including 2 high and 2 low proficient groups. Our subjects took part in a training on CSs before setting a pre and post-test (interview and storytelling). To compare the results of the use of CSs before and after the training for each of the levels and also manage a cross-sectional comparison between the groups, the researchers used the Canonical Biplot free program. The results of this empirical study proved the effectiveness of the CSs training. It also confirmed that the high proficient group benefited more from the training when compared to the low proficient students.

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