The Effect of Utilizing Digital Storytelling on Developing Oral Communication Skills for 5th Grade Students at Rafah Primary Schools

2019 ◽  
Author(s):  
Ayman Hassan Ahmad Abu Elenein
Keyword(s):  
Communication Skills ◽  
Primary Schools ◽  
Digital Storytelling ◽  
Oral Communication ◽  
5Th Grade

scholarly journals The Effect of Utilizing Digital Storytelling on Developing Oral Communication Skills for 5th Grade Students at Rafah Primary Schools

2019 ◽  
Vol 1 (1) ◽  
pp. 30-46 ◽  
Author(s):  
Ayman Abu Elenein
Keyword(s):  
Communication Skills ◽  
Primary Schools ◽  
Digital Storytelling ◽  
Experimental Approach ◽  
Oral Communication ◽  
Oral Performance ◽  
Quasi Experimental ◽  
5Th Grade ◽  
Positive Effect ◽  
Analyze Data

The study aimed at identifying the effect of utilizing digital storytelling on developing oral communication skills for 5th grade students at Rafah Primary schools. It  adopted quasi-experimental approach. Two tools are used to collect data: a checklist of oral communication skills and a pre-post achievement test.  To analyze data, the researcher used many statistical means such as, means, standard deviation, t-test and anova. The study revealed many findings that there was a positive effect of digital storytelling on developing oral communication skills. The study also recommended that digital storytelling should be used to develop students' oral performance at primary and secondary schools.

scholarly journals Considerações sobre a implementação de uma intervenintervenção de índole dialógica com crianças do ensino fundamental

2015 ◽  
Vol 2 (4) ◽  
pp. 6
Author(s):  
Stela Maria Fernandes Marques ◽  
Regina Helena De Freitas Campos
Keyword(s):  
Communication Skills ◽  
Primary Schools ◽  
Self Esteem ◽  
Socratic Dialogue ◽  
Philosophy For Children ◽  
Pedagogical Tools ◽  
School Attainment ◽  
Before And After ◽  
Belo Horizonte ◽  
5Th Grade

<p>Este texto apresenta um estudo realizado em duas escolas de ensino fundamental de Belo Horizonte. Em cada escola participaram do estudo uma turma do 5º ano, considerada mais agitada, e uma de suas professoras. O estudo consistiu na implementação de uma intervenção de carácter dialógico e filosófico em sessões inspiradas no programa Filosofia para Crianças, que notadamente melhora o pensamento, habilidades de comunicação e competência social. Pretendeu-se observar se a intervenção tinha algum impacto na atitude agitada dos alunos. Foram recolhidos dados por meio de observações e questionários antes e depois da intervenção. Os resultados foram comparados e analisados sob quatro ângulos: disciplina, autoestima, criatividade e opinião sobre aprender a pensar bem. Apenas a avaliação da criatividade mostrou mudança negativa. Considerando o debate uma ferramenta pedagógica poderosa, cogita-se sobre o aumento da sua utilização em sala de aula e seu impacto na socialização e comunicação e possíveis consequências para o rendimento escolar.</p><p> </p><p><strong>ABSTRACT</strong></p><p>This paper presents the results of a study conducted in two primary schools in Belo Horizonte, Brazil. In each school, one 5th grade class behaviourally challenging and one of its teachers participated in the study. Its aim was to involve pupils in a dialogic intervention, in sessions inspired in the Philosophy for Children programme, which knowingly boosts thinking, communication and social skills. We wanted to observe pupils´ response and ascertain whether the intervention changed their attitude of indiscipline. Data was collected through observations and before-and-after the intervention questionnaires. Results were compared and analysed under four parameters: discipline, self-esteem, creativity and opinions on learning to think better. All aspects showed improvement, except the evaluation of creativity. Considering that debates are powerful pedagogical tools, a discussion is presented involving a more prominent use of debate in the classroom, its contribution to the improvement of social and communication skills and possible impact on school attainment.</p><p><strong>Keywords</strong>: Dialogic intervention. Socratic dialogue. Philosophy. Debate. Metacognition. Learning to think.</p>

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.

Learning to Learn: How 4th and 5th Grade Boys and Girls Differ

2007 ◽  
Vol 24 (2) ◽  
pp. 69-90 ◽  
Author(s):  
Alexander Seeshing Yeung ◽  
Rachel Yuk Hung Hon ◽  
Dennis M. Mclnerney
Keyword(s):  
Education Reform ◽  
Goal Orientation ◽  
Primary Schools ◽  
Self Concept ◽  
Self Management ◽  
Learning To Learn ◽  
Psychological Constructs ◽  
Confirmatory Factor ◽  
Reading To Learn ◽  
5Th Grade

AbstractFrom 20 primary schools in Hong Kong, a sample of 59 boys and 62 girls in 4th grade and 98 boys and 99 girls in 5th grade (N = 318) responded to a survey about their learning-to-learn capabilities including (a) reading to learn, (b) self-management, (c) desire for knowledge, and (d) originality of ideas, and two facilitating factors for enabling such capabilities, including (e) academic self-concept, and (f) effort goal orientation. Confirmatory factor analysis provided support for the validity of the six psychological constructs. Analysis of variance found that although boys and girls did not differ in academic self-concept, desire for knowledge and originality, girls scored higher in effort goal orientation, reading to learn, and self-management. There was a gender x grade interaction effect in reading to learn, indicating that 5th grade girls were more willing than 4th grade girls to acquire knowledge through reading whereas 5th grade boys were less willing than 4th grade boys to do so. Advocates of education reform need to consider gender differences when formulating policies to promote students’ learning-to-learn capabilities and particularly to encourage boys to read.

scholarly journals Students’ Perceptions about the Importance of Communication Skills: A Case Study of EFL Learners at Jazan University, Saudi Arabia

2015 ◽  
Vol 4 (1) ◽  
pp. 63
Author(s):  
Muhammad Riaz Khan ◽  
Shehla Riaz Khan ◽  
Saeed Ahmad
Keyword(s):  
Saudi Arabia ◽  
Communication Skills ◽  
English Language ◽  
Personality Development ◽  
Oral Communication ◽  
First Grade ◽  
Social Needs ◽  
Survey Method ◽  
Sample Population ◽  
Speaking Skills

The graduates of Jazan University (Saudi Arabia), like anywhere else in EFL or ESL settings, require effective oral communication skills in English language for a highly competitive and expanding market economy of the country, and the worldwide too. The study was taken to evaluate the students’ perceptions about the need of speaking skills and the urgency to participate in language enhancement activities keeping in view the generally unsatisfactory position of the Saudi students in speaking English language. The sample population for this research was taken from three colleges, i.e. the first grade students from Engineering, Business and Computer Science of this university. A survey method technique was adopted in which data was obtained using a structured questionnaire about students’ responses on multiple items indicating their understanding of the importance of speaking skills, their existing level of oral communication and the need to participate in the extra coaching programs offered by the university. The quantitative data were analyzed by using SPSS 17. The data shows the participants’ understanding of the importance of communication skills for social needs, personality development, attaining and survival in the job market, and their needs for attending extra language training sessions other than their normal routine courses.

scholarly journals Attitudes Of Schoolgirls Towards Physical And Sport Education

2015 ◽  
Vol 55 (1) ◽  
pp. 29-38
Author(s):  
Tibor Balga ◽  
Branislav Antala ◽  
Lenka Sabová
Keyword(s):  
Primary Schools ◽  
Basic Research ◽  
Research Tool ◽  
Sport Education ◽  
9Th Grade ◽  
Positive Attitudes ◽  
5Th Grade

Abstract This paper presents the results of research focused on the attitudes of schoolgirls at the 5th and 9th grade of primary schools towards physical and sport education. The aim of this project was to find out the level of the attitudes of schoolgirls at primary schools in the Bratislava Region. The research sample consisted of 247 schoolgirls attending urban and village primary schools. The basic research tool we have used was the standardized attitudinal questionnaire designed for the primary schools pupils. We have found out that in the 5th and 9th grade of primary schools the positive attitudes toward physical and sport education prevail over the indifferent attitudes. At primary schools in the Bratislava Region, the schoolgirls in the 5th grade showed more positive attitudes than schoolgirls in the 9th grade.

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