Academic literature on the topic 'Oral communication – Study and teaching (Higher) – Zimbabwe'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Oral communication – Study and teaching (Higher) – Zimbabwe.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Oral communication – Study and teaching (Higher) – Zimbabwe"
1
DiPeri, Dawn. "Exploring Strategies to Improve Oral Communication Engagement Online According to Higher Education Instructors." International Journal of Smart Education and Urban Society 12, no. 1 (2021): 1–17. http://dx.doi.org/10.4018/ijseus.2021010101.
Full textAbstract:
This chapter addresses the following problem: the strategies higher education instructors need to strengthen the oral communication skills of online undergraduate students have not yet been identified. The exploratory design used semistructured interviews that queried the experiences of 10 undergraduate online higher education instructors tasked with teaching a course with an online public speaking assignment. The population in the study was geographically disbursed and worked remotely within the United States. The conceptual framework guided the study and focused on the general research problem and the ways in which management can improve practices related to teaching and learning. The theoretical construct that was most closely examined was andragogy. The research question asked: What are the strategies higher education instructors need to strengthen the oral communication skills of online undergraduate students? The results of the semistructured interviews uncovered five themes but this chapter examines the theme of student engagement.
2
Velasco, Paloma Julia, Begoña Learreta, Claudia Kober, and Irene Tan. "Faculty Perspective on Competency Development in Higher Education: An International Study." Higher Learning Research Communications 4, no. 4 (2014): 85. http://dx.doi.org/10.18870/hlrc.v4i4.223.
Full textAbstract:
The purpose of this research is to establish common ground on how faculty development should be instituted and the needs it should address on an international level, with its major focus being the development of competencies. A survey was developed and distributed to a sample of 764 university teaching professionals. Results show that 90% find that it is either important or very important to develop competencies in higher education, and that 73% find they are well or very well trained in developing and assessing competencies, particularly with regard to applying theoretical knowledge in practice, teamwork, and oral and written communication skills. The least valued competencies are found to be entrepreneurship and leadership. The most valued teaching methods are: project based learning, immersion in a professional environment, visits, field trips, and anything that closes the gap between the professional and academic worlds. University teaching staff consider the best assessment scenarios to be those that involve a certain amount of immersion in real situations, problem posing, and simulation; the optimum measurement instruments use observation techniques and rubrics. The need to create academic teaching communities is found to be of great importance. A common assessment method is also seen as a useful addition.
3
Mohammad Suleiman, Mohammad Amro, and Mahendran Maniam. "A CASE STUDY OF SELF-DIRECTED LEARNING USING MOVIE TO PROMOTE ORAL COMMUNICATION." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 2, no. 1 (2019): 16. http://dx.doi.org/10.20527/jetall.v2i1.7372.
Full textAbstract:
The main aim of this study is to help EFL students’ improve their oral communication proficiency out-of-class. To achieve that, video-movie was chosen as a medium for improving the subjects' oral communication proficiency. It was hoped that movie could function as a pseudo-immersion for the students, an accessible and easy alternative to being in the English native countries. Based on that, this study aim has been transformed into this research question ‘what effect does self-directed learning using movies has on the students' perceived oral communication proficiency?’. To answer that, six first year students at the faculty of English language and literature, Ajloun University in Jordan, were selected based on purposive sampling and divided equally into two groups, treatment and control, based on random assignment. The subjects in both groups were asked to take the self-assessment language test twice, once before the beginning of the case study scheme and another after. Likewise, to be interviewed twice, and to fill in the study notes during the case study scheme. Only the treatment group were given eight movies with its guides and asked to self-study with it over eight weeks. The results from the case study indicated that movie could help improve the students' oral communication proficiency with higher post-test scores than pre-test scores. Methodological triangulation from both the interviews and study notes also supports the assertion that movie improved the subjects’ oral communication proficiency. The subjects in the treatment group revealed in the post-interview that movies helped improve their listening skills and two subjects suggested that it could possibly have helped improve their speaking skills as well. Their perception in their study notes also supports the results. In conclusion, it is very likely that self-directed learning using movies has improved the students’ oral communication proficiency. This study has implications for practical applications in language teaching and learning which suggests that movie can be effective out of class. In addition, the results suggest that further larger scale investigations into students' language improvement out of class will be worth carrying out.
4
Yunus, Melor Md, Hadi Salehi, and Mahdi Amini. "EFL Teachers’ Cognition of Teaching English Pronunciation Techniques: A Mixed-Method Approach." English Language Teaching 9, no. 2 (2016): 20. http://dx.doi.org/10.5539/elt.v9n2p20.
Full textAbstract:
<p>In recent years, a great number of attempts have been made on teachers’ cognition with the aim of understanding the complications reinforcing the teachers’ cognitions and their classroom practices. Such studies shed light on how teachers’ cognitions expand over time and how they are reflected in their classroom practices. The aim of the present study was to investigate Iranian EFL teachers’ cognition particularly in terms of the pronunciation techniques they apply in the oral communication classrooms and their knowledge about their language learners’ characteristics. To achieve the goals of the study, the cognitions of five English teachers in the oral communication classrooms were explored. The teachers were requested to answer two semi-structured interviews to obtain the data about their cognitions regarding the pronunciation techniques. Furthermore, their students were asked to fill out a questionnaire to express their opinions about the techniques applied by their teachers during instruction of English pronunciation. The qualitative and quantitative results showed that there was an intricate relationship between language teachers’ experience with their cognitions about their language learners. Moreover, those teachers who were in higher level language courses showed to have broader cognitions about both the techniques they used in classrooms and the language learners’ characteristics as well.</p>
5
Promise, Zvavahera, and Chigora Farai. "Quality Improvement and Time to Lift the Ban on Mobile Phones in Secondary Schools." International Journal of Learning and Development 8, no. 3 (2018): 87. http://dx.doi.org/10.5296/ijld.v8i3.13625.
Full textAbstract:
This study was conducted over three months from March to May 2018, at a time when modern mobile phones possess various functions that are invaluable for learning, teaching and communication purposes. Whilst some countries with a quest to improve quality of education, have embraced the continuously evolving technological capacities of mobile phones for educational purposes, secondary school pupils in Zimbabwe are prohibited from using mobile phones in class as these are viewed to be disruptive rather than useful. This study investigated stakeholders’ perceptions of potential utilisation of cell phones by secondary school students as learning tools that enhance quality of education. The sample included 15 secondary schools in Mazowe District. From these, the District Education Officials, headmasters, teachers, pupils and parents were given questionnaires to complete. Validation interviews were conducted for triangulation purposes. The findings revealed strong positive responses in favour of allowing the utilisation of mobile phones as learning tools in Zimbabwean secondary schools although some challenges in the implementation process were cited. These included possibilities of: student distraction in class; cheating; inappropriate video recording of class events and the publication of captured material on social platforms which could be harmful to other learners and the school. The issue of cost of data also came up. The study recommended the removal of the blanket ban on the use of mobile phones; instead, school authorities were encouraged to focus on developing strategies for addressing the implementation challenges cited. It is also critical to make sure that accessible cheap data be made available to learners in secondary schools. Schools in Zimbabwe should form networks so that cheap data is made available by sharing the networks. Schools in Zimbabwe, like institutions of higher learning, are encouraged to embrace the National Research and Education Network (NREN) concept which specialises in internet service provision dedicated to supporting the needs of education in Zimbabwe.
6
Lebedev, A. V., S. V. Bespalova, and I. S. Pinkovetskaia. "Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students." Revista Amazonia Investiga 10, no. 37 (2021): 135–45. http://dx.doi.org/10.34069/ai/2021.37.01.14.
Full textAbstract:
The development of the oral and written skills in the practice of teaching foreign languages in the Russian linguistic higher institution pays the major attention to the construction of monologic and dialogical statements without focusing on the pragmatic factors of communication. When mastering language expressions, students do not always correlate them with the specific communicative tasks in a certain situation of foreign language communication, which is due to the ignorance of the pragmatic component. Meanwhile, the correct correlation and use of linguistic units in the process of foreign language communication (adequate to a given situation and intentions) is extremely important at the first or second (freshman and sophomore) years of higher education, when students primarily master the skills of the correct expression means. However, in teaching foreign languages (e.g., German and English), there is a disregard for such pragmatic factors as: setting and defining intentions, social roles and focusing on the interpersonal relations of communicants, targeted communication; isolation of the communicative competence from the pragmatic issues; insufficient study of the discourse content and structure as the means of teaching foreign languages in conjunction with pragmatic characteristics. The authors propose their own methodology for the development of the communicative-pragmatic competence under the conditions of training the prospective bachelors of linguistics. Research methods include systematic approach, provisions of the interdisciplinary approach, competence-based approach, comparative method, modeling method. The communicative-pragmatic model of teaching foreign languages presented in this article has confirmed its effectiveness for the development of oral and written speech practice among bachelor students of the linguistic university. The introduction of the developed methodology will increase the level of the language proficiency and the degree of formation of the students` communicative-pragmatic competence by motivating and expanding their speech capabilities.
7
Rachayon, Suphatha, and Kittitouch Soontornwipast. "The Effects of Task-based Instruction Using a Digital Game in a Flipped Learning Environment on English Oral Communication Ability of Thai Undergraduate Nursing Students." English Language Teaching 12, no. 7 (2019): 12. http://dx.doi.org/10.5539/elt.v12n7p12.
Full textAbstract:
The growth of Thailand&rsquo;s medical tourism industry has inevitably made English oral communication skills become increasingly important to Thai medical personnel, especially to nurses who have to act as medical mediators between doctors and patients. Thus, in order to prepare nursing students for their future career, it is necessary that English teachers find a way to help students improve their oral communication ability. Thus, in this study, as a means to overcome the students&rsquo; difficulties in learning English and to enhance their English oral communication ability, the task-based instruction using a digital game in a flipped learning environment (TGF) was developed by integrating three language learning approaches, namely task-based language teaching, flipped learning, and digital game-based language learning. The development of the instructional framework for the TGF was described first. Then, to investigate its effectiveness in improving the students&rsquo; oral communication ability, an experimental study, using a one-group pretest posttest design, was conducted with 23 second-year nursing students at a private university in Thailand for 11 weeks. The effects of the TGF on the students&rsquo; oral communication ability were assessed by the participants&rsquo; pre- and post-test. The finding revealed that the participants&rsquo; average post-test score was statistically significantly higher than their average pre-test score (p &lt; 0.05), indicating that the TGF was successful in enhancing the students&rsquo; oral communication ability. Lastly, the factors contributing to this success were discussed.
8
Al-Zaidi, Raghad R. "Oral Health Status in Autism Patients Children in Iraq." NeuroQuantology 19, no. 6 (2021): 54–60. http://dx.doi.org/10.14704/nq.2021.19.6.nq21068.
Full textAbstract:
Background: The autism spectrum disorder (ASD) has been introduced as one of the complicated developmental disabilities impairing communication and behavioral, intellectual as well as social functioning describes diverse symptoms, such as difficulties in communication skills and social interactions. The present research has been performed to assess seriousness of the dental caries in conjunction with the oral cleanliness amongst children suffering from autism in comparison with a control group according to age groups and gender. Materials and Methods: This research involved 30 children aged 3-14 years (male, female) who suffered from autism and attended autism centers in Welfare Children Teaching Hospital in Baghdad province, Iraq, were selected for the study compared to 30 healthy children with the same age group. Plaque (PlI), Decayed, missing, and filled surfaces (dmfs, DMFS), calculus (CI) as well as Gingival (GI) indices have been applied for measuring the status of oral health for these two groups. The data of our research has been analyzed by SPSS 26. Results: The entire autism group was caries active. For primary dentition, a lower dmfs values were recorded for study in comparison with the controls, differences have been not significant in dmfs, while for permanent dentition, a higher DMFS values were recorded for study in comparison with the control group with statistically significant concerning DMFS (P < 0.05). Moreover, caries experience (DS and DMFS) among both genders were higher in the study group in comparison with the controls with a significant difference in female only. Total mean value of PlI in the study group has been greater than the controls with no statistically significant difference. In addition, total mean value of GI in the study group has been lower than the controls with no statistically significant difference. Furthermore, correlation coefficient between the caries experience of primary and permanent teeth with PlI and GI among study and control group showed no significant correlations seen in the study and control groups, all of them were positively correlated except (ds) with (GI) in control group which was negatively correlated with no significant correlation. Conclusion: children with ASD had higher dental caries severity regarding permanent teeth compared to normal subjects, plaque higher in autistic group than control group. Dental care planners must design preventing strategies for avoiding caries; procedures for oral care as well as educational programs for oral care and promotion for addressing diverse challenges facing the oral care in ASD.
9
Heron, Marion. "Making the case for oracy skills in higher education: practices and opportunities." Journal of University Teaching and Learning Practice 16, no. 2 (2019): 5–21. http://dx.doi.org/10.53761/1.16.2.2.
Full textAbstract:
In this paper I make the case for embedding oracy practices in the HE curriculum through explicit teaching of oracy skills and a shared common language to describe these skills. Active learning and teaching approaches as well as growing expectations of graduate employability skills have resulted in greater demands on students in UK higher education in terms of their oracy (speaking and listening) skills. Whilst oracy skills have long been the focus of studies in compulsory educational contexts, there is little transfer of research findings to a higher education context. With the aim of opening up the discussion on oracy skills in HE, this paper reports on an exploratory study carried out to investigate how teachers on two undergraduate business modules incorporated oral communication skills in their content, pedagogy and assessment. Data were gathered from observations of lectures and seminars, course documents, and semi-structured interviews with tutors. With reference to an Oracy Skills Framework the paper concludes with suggestions for how oracy skills may be more explicitly embedded into the undergraduate curriculum.
10
Smith, Charlene M., and Todd M. Sodano. "Integrating lecture capture as a teaching strategy to improve student presentation skills through self-assessment." Active Learning in Higher Education 12, no. 3 (2011): 151–62. http://dx.doi.org/10.1177/1469787411415082.
Full textAbstract:
As digital natives from the ‘wired’ Net Generation permeate today’s classrooms, and educators adapt to students’ digital expectations, exploring the pedagogical use of educational technology is essential for today’s faculty. Student competency in oral communication and presentation skills transcends disciplines in higher education, as does the need for students to self-assess their performance for self-regulated learning. This study compared the self-perceptions of undergraduate communication/journalism and nursing students who used lecture capture technology for critiquing and analyzing their presentation skills with self-perceptions of students who did not use lecture capture technology. Findings revealed students in both groups lacked self-confidence and competence in presentation skills. Of significance, students using lecture capture technology were more likely to apply what they learned from the self-assessment when developing future presentations. It is suggested that faculty focus on presentation skill delivery, in addition to presentation content, to assist students in developing presentation competencies.
Dissertations / Theses on the topic "Oral communication – Study and teaching (Higher) – Zimbabwe"
1
Chipo, Dzikite. "The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2127.
Full textAbstract:
Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
2
Yoshikawa, Sawako. "Some Possible Sources of Oral Foreign Language Anxiety (FLA) among Japanese Students in the United States." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5204.
Full textAbstract:
This study attempted to locate some possible sources of oral Foreign Language Anxiety (FLA) among Japanese students in the United States. This study proposed that the following three factors were possible sources of FLA: 1) the subjects' traitlike anxiety, which is carried by individuals across all communication-bound contexts; 2) the subjects' self-perceived oral proficiency levels in English and 3) the subjects' gapsize (i.e., the distance between their self-perceived and their self-expected oral proficiency levels in English) . This research examined whether the above three independent variables and the dependent FLA variable were significantly correlated, and if so, which one had the strongest correlation with the FLA variable. Also, whether the subjects' biographical variables had a significant effect on their FLA levels was investigated. All the variables were quantified through a questionnaire. The subjects' FLA levels and traitlike anxiety levels were measured by a 10-item, Personal Report of Communication Apprehension inventory (PRCA, Mccroskey, 1978). The subjects' self-perceived oral proficiency levels were measured by asking the subjects to rate their self-perceived oral proficiency level from 1 (poor) to 5 (fluent). The gapsize was quantified by asking the subjects to rate it on a scale from 1 (minimal) to 5 (maximal). The statistical methodology used in obtaining the PRCA scores in this study differed from McCroskey's in its interpretation of Likert type scales. The scales were treated as interval data in McCroskey's study, while, in this study, they were interpreted as ordinal data. After hierarchically ordering the subjects' answers, non-parametric tests were performed on them. Overall, each of the three variables and the FLA variable were found to be significantly correlated at p < .01. The traitlike anxiety variable, the proficiency variable and the gapsize variable correlated at .46, -.45 and -.33, respectively. The participants' demographic variables (age, gender, status at school or year(s) of residence in English speaking places) did not have a significant effect on their FLA levels. A discussion of the results was provided, with references to previous studies.
3
Trent, John. "Second language learners' investment in classroom discourse: developing a multilevel conceptualframework." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38303863.
Full text
4
O'Brien, Freda Lilian. "Andragogical listening in business education in Zimbabwe : a study in tertiary didactics." Diss., 1995. http://hdl.handle.net/10500/15686.
Full textAbstract:
Listening for learning during lectures has been established to be a staged
process. Listening's role during didactic andragogical events in the
Bulawayo Polyte9hnic Business Studies Department's Business
Communication lectures was investigated. Both the qualitative and the
quantitative data gathered contributed to a statistical groundstructure and an
ethnomethodological outline, which together combined into a balanced
description of the listened learning .p rocess in that tertiary learning
environment. Data sources included student and lecturer responses as well
as observed learning during communicativeness skills development, and
whilst learning in lectures and tutorials. The related literature was supported
by the study's findings, confirming that individuals perceive, interpret and
evaluate information directly in accordancewith their own lifeworld. This
includes own learned technique which derives from inherent oral or literate
culture base as well as from personal cameral preferences and
endowments. The consequent individually different listened learning range
constitutes a conventional normal dispersion.<br>Educational Studies<br>M. Ed. (Didactics)
5
Mutanga, Patrick. "The use of mobile communication technology in professional identity development : a case of using whatsapp messenger to teach inquiry-based pedagogy to university chemistry teachers." Thesis, 2020. http://hdl.handle.net/10500/27295.
Full textAbstract:
This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course.
The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy.<br>Curriculum and Instructional Studies
6
Botha, Werner. "English-medium instruction in China's universities : external perceptions, ideologies and sociolinguistic realities." Thesis, 2013. http://hdl.handle.net/10500/13768.
Full textAbstract:
This thesis examines the results of a large-scale sociolinguistic study on the use of English in two universities in China. The aim of the thesis is to determine the sociolinguistic realities of the use of English in higher education in China. The universities were selected on the basis of their unique status in China’s higher education hierarchy. One university was a private institute reliant on student fees for its income, and the other a state-funded university under the supervision of the Chinese Ministry of Education. A sociolinguistic survey was conducted involving some 490 respondents at these universities between early 2012 and mid-2013. It was specifically aimed at describing the use of the English language in the formal education of students. The study reports on the status and functions of English at the universities, as well as the attitudes of various stakeholders towards English (and other languages). It also examines their beliefs about English. English is considered in a number of contexts: first, the context of language contact, of English alongside other languages and language varieties on the two university campuses; second, of English as part of the linguistic worlds of Chinese students who switch between languages in their daily lives, both in their education as well as their private lives; and third, of the spread and use of English in terms of the physical and virtual movement of people across spaces. The findings of the study indicate that the increasing use of English in the formal education at these universities is having an impact on the ways in which Chinese students are learning their course materials, and even more notably in the myriad ways these students are using multiple languages to negotiate their everyday lives. As university students in China become increasingly bilingual, their ability to move across spaces is shown to increase, both in the ‘real’ world, as well as in their Internet and entertainment lives.<br>Linguistics<br>D. Lit. et Phil. (Linguistics)
Books on the topic "Oral communication – Study and teaching (Higher) – Zimbabwe"
1
1972-, Atkins-Sayre Wendy, ed. The communication centers and oral communication programs in higher education: Advantages, challenges, and new directions. Lexington Books, 2012.
Find full text
2
Buckley, Hunter Brenda, ed. Introductory speech communication: Overcoming obstacles, reaching goals. Kendall, Hunt Pub. Co., 1988.
Find full text
3
Windt, Theodore. Rhetoric as a human adventure: A short biography of Everett Lee Hunt. Speech Communication Association, 1990.
Find full text
4
Lont, Cynthia M. Senior seminar in theories of communicative interaction. George Mason University?], 1993.
Find full text
5
Dick, Robert C. Assessing self-acquired competency portfolios in speech communication: National and international issues. [World Communication Association?], 1991.
Find full text
6
Essentials of Teaching Academic Oral Communication (English for Academic Success). Houghton Mifflin Company, 2005.
Find full text
7
Communication Centers and Oral Communication Programs in Higher Education: Advantages, Challenges, and New Directions. Rowman & Littlefield Publishers, Incorporated, 2013.
Find full text
9
Hitchcock, Romi C. The impact of a relaxation exercise on communication apprehension in the classroom. 1990.
Find full text
10
Senior Seminar in Theories of Communicative Interaction (Comm 420). Kendall/Hunt Publishing Company, 1993.
Find full textBook chapters on the topic "Oral communication – Study and teaching (Higher) – Zimbabwe"
1
Şihmantepe, Aydin, Murat Selçuk Solmaz, and Cihat Aşan. "Improving Maritime English Oral Communication Skills in an Online Environment." In Trends and Developments for the Future of Language Education in Higher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7226-9.ch014.
Full textAbstract:
Online education has been an option until the first half of the year 2020. After the outbreak of COVID-19, online learning has gradually become a must for education. In this period, institutions have had to transform and adopt not only their teaching approach and content, but also their technology. Maritime education and training inevitably has followed the same pattern. As English is the operational language of the sea, teaching maritime English has had its share from this transformation. This study focuses on improving maritime students' job-related communication skills in an online environment with online role-playing. The study firstly reviews general requirements and setbacks involved in online teaching and language requirements at sea. The focus of the study is on online oral communication role-playing to perform ship-based external communication. The study concludes by pinpointing minimum requirements for conducting such training, lessons learned from the sessions, as well as knowledge and experience achieved by the students.
2
Feng, Ruiling, and Sheida Shirvani. "Compensatory strategies adopted by Chinese EFL learners in virtual exchange with native speakers." In Virtual exchange: towards digital equity in internationalisation. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.53.1290.
Full textAbstract:
Compensatory strategies play an important role in second language (L2) processing because of limited language knowledge and ensuing anxiety and could help assure understanding and void communication breakdown. Previous studies about compensatory strategies largely adopt laboratory settings and neglect the strategies in authentic oral communication. Accordingly, the present study investigated compensatory strategies used by Chinese university students in online videoconferences with their US peers during a five-week virtual exchange project. We interviewed 27 Chinese students twice, once after the first-week videoconference, the other after the last-week videoconference. The English as a Foreign Language (EFL) learners in this study could adopt compensatory strategies of different levels. Their strategy use, however, was not flexible enough as several types of strategies were repeatedly used, while other types were rarely implemented. The virtual exchange could help the EFL learners employ compensatory strategies more often, of higher levels, and with increased immediacy. The results can help to establish more targeted English teaching and learning.