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"ORAL SKILLS"
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The read-aloud handbook
\"The classic million-copy bestselling handbook on reading aloud to children-revised and updated Recommended by \"Dear Abby\" upon its first publication in 1982, millions of parents and educators have turned to Jim Trelease's beloved classic for more than three decades to help countless children become avid readers through awakening their imaginations and improving their language skills. It has also been a staple in schools of education for new teachers. This updated edition of The Read-Aloud Handbook discusses the benefits, the rewards, and the importance of reading aloud to children of a new generation. Supported by delightful anecdotes as well as the latest research (including the good and bad news on digital learning), The Read-Aloud Handbook offers proven techniques and strategies for helping children discover the pleasures of reading and setting them on the road to becoming lifelong readers. \"-- Provided by publisher.
Book
Communication skills for your social work degree
Communication Skills for your Social Work Degree will help you to: improve your oral and written communication skills in a range of academic and professional settings improve your public speaking, including academic presentations improve your practical writing and speaking skills If you are embarking on a university social work degree, the books in this series will help you acquire and develop the knowledge, skills and strategies you need to achieve your goals. Tasks and activities are designed to foster aspects of learning which are valued in higher education, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life.
eBook
Effective read-alouds for early literacy : a teacher's guide for preK-1
\"Sharing high-quality storybooks and nonfiction books is not only enjoyable for young children and teachers--it is also a powerful way to build crucial literacy skills. This engaging guide provides effective strategies for selecting books and using read-alouds to develop children's oral language, vocabulary, concepts of print, alphabet knowledge, phonological awareness, and comprehension. Illustrated with rich examples from diverse classrooms, the book takes teachers step by step through planning and setting goals for read-alouds, as well as reflecting on each lesson to inform future instruction. Helpful planning templates can be reproduced for repeated use; the large-size format facilitates photocopying\"-- Provided by publisher.
Book
L'apprentissage coopératif pour améliorer les compétences orales des futurs enseignants de français langue étrangère
Le but principal de cette recherche est d'explorer l'impact de la méthode d'apprentissage coopératif (A.C.) dans le processus d'acquisition de la compétence de l'oral en français des futurs enseignants de français langue étrangère (désormais FLE). Partant de l'idée que malgré la maitrise souvent parfaite des connaissances grammaticales et celle du vocabulaire nécessaire, en matière de l'amélioration et du perfectionnement, la difficulté de compréhension et d'expression dans la langue cible reste intacte chez la plupart des apprenants, les questions suivantes sont traitées à travers la pratique de la méthode d'apprentissage coopérative : 1) Comment une communication/interaction efficace se déroule-t-elle en classe de langue ? 2) Y a-t-il une différence significative dans l'acquisition de la compétence de l'oral entre le groupe expérimental dans lequel la méthode coopérative est pratiquée et le groupe témoin ? Les résultats de cette recherche démontrent que la méthode d'apprentissage coopératif contribue de manière significative au développement des compétences orales des futurs enseignants de FLE, notamment en renforçant l'interaction entre étudiants et la rétention des connaissances. Ces résultats soulignent également l' importance d'intégrer cette approche dans les pratiques pédagogiques afin d'optimiser les processus d'apprentissage linguistique.
Journal Article
A Content Analysis of English Textbook of Punjab Textbook Board of Grade 8 in Pakistan
The present study analyzes the English textbook of Grade 8 published by Punjab Textbook Board in Pakistan in the light of student learning outcomes (SLOs) of four competencies: reading and thinking skills, writing skills, oral communication skills, and formal and lexical aspects of language of the latest English curriculum in Pakistan. Competency (C), standards (S), benchmarks (B), and SLOs are the parameters given in the National Curriculum. A semi-structured checklist was developed by the researchers, validated by three experts from the relevant field, and improved in the light of experts’ opinion and pilot study findings. To evaluate the textbook competencies and their SLOs, the evidence was sought from the textbook, and remarks were given in the last column (remarks/analysis) of the checklist. The results revealed that the textbook understudy focuses on reading comprehension only. There is thus a dire need to incorporate thinking skills, writing skills, oral/aural communication skills, and formal and lexical aspects of language in the textbook.
Journal Article
Learn Oral Skills Keeping in Mind the Issues of Interest
As has been said on many occasions, students’ interest in specific topics is among the factors that determine autonomous and self-directed learning. This paper shows the results obtained from the experience of 60 accounting students from a Peruvian technological institute who recorded videos on topics of their interest. Mixed methods research was carried out. The quantitative stage consisted of two parts. The first one measured the difference between the pre-and post-tests, before and after the project. Second, they proposed a validated model, considering three constructs: oral skills, language difficulties, and video types; for this reason, a confirmatory factor analysis (CFA) was applied from a survey completed by students at the end of the project. The qualitative stage consisted of coding the responses given by students to the survey's open-ended questions. This research highlighted the improvement of oral skills and an acceptable factor structure (RMSEA 0.058; CFI 0.965; and TLI 0.958) concerning students' opinions. The outcomes of this research are promising, with a significant enhancement in students' oral skills, increased confidence in public speaking, and a positive learning experience that can inspire and shape future educational practices.
Journal Article
Effects of Implementing the Digital Storytelling Strategy on Improving the Use of Various Forms of the Passive Voice in Undergraduate EFL Students’ Oral Skills at the University Level
This pilot study explores the effectiveness of digital storytelling in improving the oral use of the passive voice among Lebanese undergraduate EFL students. Conducted during the 2021/2022 spring semester amidst Lebanon’s ongoing economic and social crises, the study involved an experimental group using a digital storytelling strategy and a control group receiving traditional instruction. The research employed a quantitative approach, utilizing a pretest and a posttest to assess grammatical accuracy and fluency, and qualitative interviews to gauge student perceptions. The findings indicate that digital storytelling significantly enhances students’ ability to use the passive voice in oral communication, fostering greater engagement and a deeper understanding of grammatical structures. Despite the challenges posed by the COVID-19 pandemic and Lebanon’s economic difficulties, students in the experimental group demonstrated marked improvement over those in the control group. The study’s limitations include its small sample size and the specific context of a private Lebanese university, which may limit generalizability. However, the results offer promising insights into the benefits of digital storytelling as a pedagogical tool, suggesting its potential for broader application in EFL education. This research contributes to the growing body of literature on technology-enhanced language learning and underscores the need for further exploration in diverse educational settings.
Journal Article
Use of ePortfolios to improve English speaking skills by learners of English as a foreign language
High-impact practices (HIPs) have been adopted by many universities around the world to enhance student learning. The aim of this qualitative study is to analyze how building ePortfolios may impact the student learning experience via weekly reflections. A total of 47 senior undergraduate English as a foreign language (EFL) student participants’ shared reflections about their research experiences via the development of ePortfolios. Data analysis was carried out through deductive coding of the transcribed focus groups and weekly reflections. Findings suggest that the participants used their ePortfolios to improve their writing skills and increase their knowledge. Students were able to track their progress and felt more engaged in learning. They also showed appreciation for the feedback provided by their instructors on their reflections. However, the students shared some challenges they faced while developing their ePortfolios. Despite these challenges, there was a positive impact of ePortfolios on students’ learning experiences. Implications and further directions for research are discussed.
Journal Article
Assessment of Oral Skills in Adolescents
There is broad consensus on the need to foster oral skills in middle school due to their inherent importance and because they serve as a tool for learning and acquiring other competences. In order to facilitate the assessment of communicative competence, we hereby propose a model which establishes five key dimensions for effective oral communication: interaction management; multimodality and prosody; textual coherence and cohesion; argumentative strategies; and lexicon and terminology. Based on this model, we developed indicators to measure the proposed dimensions, thus generating a self-report tool to assess oral communication in middle school. Following an initial study conducted with 168 students (mean age = 12.47 years, SD = 0.41), we selected 22 items with the highest discriminant power, while in a second study carried out with a sample of 960 students (mean age 14.11 years, SD = 0.97), we obtained evidence concerning factorial validity and the relationships between oral skills, emotional intelligence and metacognitive strategies related to metacomprehension. We concluded that the proposed model and its derived measure constitute an instrument with good psychometric properties for a reliable and valid assessment of students’ oral competence in middle school.
Journal Article
Developing Russian Oral Skills in the Online Environment
The global pandemic due to COVID-19 forced classes to go into online or remote modes in a very short period of time. Instructors teaching languages, including Russian, had to adjust assignments and tasks to continue developing oral skills in the new environment. This paper describes various activities and techniques used in synchronous and asynchronous online Russian classes since March 2020. These activities ensured that L2 students continued practicing Russian in new modalities. In particular, this article discusses the benefits of individual and paired recordings, paired work in Breakout Rooms in Zoom, individual work on pronunciation, and video projects. These activities promote student-centered learning, shift focus to the learner’s needs, encourage students to speak Russian regularly, and allow for more individualized feedback from the instructor. Apart from just learning and practicing, students get to know each other more through paired work and paired recordings and through watching each other’s videos. Thus, these assignments also create a sense of online learning community. While these activities for developing oral skills have many benefits, their main drawback is increased time that is required from the instructor to grade submissions and provide feedback.
Journal Article