Relevant bibliographies by topics / Oral English

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Oral English'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Oral English"

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Amodio, Mark. "Medieval English Oral Tradition." Oral Tradition 18, no. 2 (2004): 211–13. http://dx.doi.org/10.1353/ort.2004.0047.

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Liu, Meihua. "Language Anxiety in Efl Testing Situations." ITL - International Journal of Applied Linguistics 153 (2007): 53–75. http://dx.doi.org/10.2143/itl.153.0.2022821.

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Abstract This paper reports on a study on orai English test anxiety in Chinese undergraduate EFL students at different proficiency levels. Data collected from a 34-item survey observations, and interviews revealed that (1) the majority of the students felt at least somewhat anxious about oral English tests, (2) the more proficient students tended to be less anxious, (3) oral English test anxiety negatively affected students' test performance, (4) a multitude of variables contributed to oral English test anxiety, and (5) most students felt helpless about being anxious about oral English tests. Based on these findings, some suggestions and implications are discussed.
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Xing, Deyu, and Benjamin Bolden. "Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency." Journal of International Students 9, no. 3 (August 15, 2019): 834–55. http://dx.doi.org/10.32674/jis.v9i3.749.

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This study employed narrative inquiry to understand the oral English learning motivation of Chinese international students with low oral English proficiency through their academic acculturation stories. Expectancy-Value Theory served as the theoretical framework to inform the study design and the interpretation of results. Findings suggest all participants’ motivation for oral English learning increased as a result of the newly acquired high subjective value of spoken English during their academic acculturation. However, they experienced high levels of psychological stress during their academic acculturation due to their low oral English proficiency. Further, participants’ perceived expectancy of success for learning oral English declined as their academic acculturation progressed, negatively influencing their oral English learning motivation. Implications for various stakeholders are discussed.
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TAKIMOTO, AYAKA. "English oral presentation for beginners." Japanese Journal of Animal Psychology 67, no. 1 (2017): 41–43. http://dx.doi.org/10.2502/janip.67.1.4.

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Maulana, Angga, and Fegy Lestari. "NEEDS ANALYSIS OF ENGLISH LITERATURE STUDENTS IN ENGLISH ORAL COMMUNICATION." ELTIN JOURNAL, Journal of English Language Teaching in Indonesia 5, no. 2 (October 27, 2017): 45. http://dx.doi.org/10.22460/eltin.v5i2.p45-50.

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The purpose of this study is to identify factual information about the needs of students of English Literature in the activities and supporting factors of oral communication by using English, whether linguistic and non-linguistic, and analyzing the difficulties of the situation of oral communication of English Literature students using English. This research uses descriptive method. Data collection is done through two stages: the questionnaire and the interview, followed by the review of someliteratures. The results of this study indicate that in general the students of English Literature feel that participating in a formal discussion is more important than the informal. While in terms of ability in the oral communication activity, generally students mastered informal communication activities. In terms of linguistic factors, the choice of vocabularies, and good and correct sentences are considered very important, although they only feel quite capable in it. It is also found that talking with self-confidence, having proper English pronunciation and mastering the topic of conversation become the important non-linguistic factors. The same thing does not happen on loudness and facial mimic. In general, students feel it is not important enough to master. Regarding situations that facilitate students in oral communication in English, they generally feel that well preparation, self-confidence, and mastery over vocabulary and what is being discussed becomes an easier factor. Different things revealed by most students about the difficult vocabulary and the lack of preparation in oral communication. It is difficult. As for things that require improvement, students generally feel that the confidence and the amount of vocabulary that is mastered should be improved in order to improve the quality of oral communication in English.
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Meek, R. "The Promise of Satisfaction: Shakespeare's Oral Endings." English 56, no. 216 (September 1, 2007): 247–63. http://dx.doi.org/10.1093/english/56.216.247.

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Wu, Huiqi, and Jane M. Ekstam. "Beyond Parroting: Using English Fun Dubbing to Improve English Oral Performance." Chinese Journal of Applied Linguistics 44, no. 2 (June 1, 2021): 203–18. http://dx.doi.org/10.1515/cjal-2021-0012.

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Abstract The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English classes. Our paper focuses on the use of mobile-phone-based educational software known as “English Fun Dubbing” (EFD) and its advantages in terms of teaching and learning phonetics and oral English in the college classroom. The starting point was a needs analysis which revealed the lack of practice regarding English speaking. In this study, an action research method was adopted, involving 40 second-year students, who employed “classroom teaching + English Fun Dubbing” model as the intervention. Extensive examples from this model were used to build up a picture of the blended learning processes at work. Several imitation tasks, a conversational activity and a speech-delivering task were designed and implemented. Direct observation and the results of the questionnaire survey provided the evidence of the improvement in the students’ oral performance. It is our aim to develop the present project to incorporate oral proficiency. The main results of this action research were reflected in the adjustments in the pedagogical treatment, the changes in the role of the teacher and the student, and the shifts in the students’ attitudes towards their learning process.
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Kaye, Joel. "Oral English: Reasons behind the grades." English in Education 19, no. 3 (September 1985): 47–51. http://dx.doi.org/10.1111/j.1754-8845.1985.tb00520.x.

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Sun, Chunyan. "The Cultivation of Cross-cultural Communication Competence in Oral English Teaching Practice." English Language Teaching 8, no. 12 (November 1, 2015): 7. http://dx.doi.org/10.5539/elt.v8n12p7.

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<p>This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. Our oral English teaching concept should be consistent with that of the world. We should lay equal stress on cross-cultural communication competence and oral English teaching for the purpose of improving the students’ cross-cultural oral communication ability.</p>
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Yang, Yang, Chun Li Li, and Fan Hua. "An Introduction to Spoken English in Colleges and Universities." Advanced Materials Research 433-440 (January 2012): 5239–42. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.5239.

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The principal objective of Oral English teaching in college is to foster students’ ability of the oral expression and social intercourse. Therefore, the improvement of oral English teaching has been an essential part of college English teaching. College English teachers should put emphasis on oral training and promoting vocabulary accumulation. A Student-centered teaching structure can stimulate expressionism of the youth students and then make oral teaching diversity. This article makes an analysis on college crisis of oral English teaching and put forward five countermeasures for improvement of oral English teaching in college. At the present, the chief problem of English teaching in China lies in mute English which trained people with good scores but low qualities. Students start learning English mostly from their middle or even primary school until they enter into college. However, even more than ten years of study turned people failed to smoothly express in English. The reason is that teachers excessively focus on skills for examination and language itself, and take no account of the training of oral ability. In view of the penetrating knowledge on language intercommunication home and abroad, oral English training has becoming a crucial and constituent part of English teaching in college.
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Dissertations / Theses on the topic "Oral English"

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Fullilove, John Pope III. "Examining oral English proficiency some factors affecting rater reliability in the use of English oral examination /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B4389334X.

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Norton, Julie Elizabeth. "The English oral proficiency of Japanese learners." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624461.

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De, Jong Kenneth John. "The oral articulation of English stress accent /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389393644.

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Kremer, Marcelo Martins. "Oral development in english as a foreign language." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/96166.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Inglês
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In 2009/2, the Universidade Federal de Santa Catarina (UFSC) establishes a new program entitled Curso de Licenciatura em Letras - Inglês, via distance learning (DL), having as objective the education of future English teachers. The present research aims at investigating how students of the program, taking the courses Compreensão e Produção Oral em Língua Inglesa IV and Compreensão e Produção Oral em Língua Inglesa V perceive the use of the resources and activities aiming at the development of their linguistic skills in English. The data were collected from 25 students of those courses who answered an online questionnaire, which was composed by closed questions and, mostly, by closed questions with justification. Among those 25 participants, 5 were chosen to participate in a second data collection process, a semi-structured interview. The data analysis consisted of careful reflection and interpretation of that data. That analysis reveals that the participants perceive both main resources, and the activities developed with them, to be adequate for developing their oral production skill in different aspects. The participants perceived the Final Projects as an opportunity for them to focus on matters related to accuracy, such as the opportunity of working on grammar and pronunciation. On the other hand, the Skype Chats, were perceived by the participants as positive as they give them the opportunity to formulate sentences quickly and spontaneously in the target language.
No segundo semestre de 2009, o Departamento de Língua e Literatura Estrangeira da UFSC abre um novo programa chamado "Curso de Licenciatura em Letras - Inglês", na modalidade a distância, tendo como objetivo a formação de futuros professores de inglês. Essa pesquisa busca investigar como alunos do curso, matriculados nas disciplinas Compreensão e Produção Oral em Língua Inglesa IV e Compreensão e Produção Oral em Língua Inglesa V percebem o uso dos recursos e das atividades que objetivam desenvolver suas habilidades linguísticas em Inglês. Os dados foram coletados com 25 alunos dessas disciplinas que responderam um questionário online composto por questões fechadas e, na sua maioria, questões fechadas com espaço para justificativas. Desses 25 participantes, 5 foram escolhidos para participar de uma segunda coleta de dados em forma de entrevista semi-estruturada. A análise dos dados consiste em uma reflexão e interpretação cuidadosa dos dados. A análise revelou que os participantes percebem os dois recursos principais, e as atividades desenvolvidas com eles, como adequadas para o desenvolvimento da habilidade de produção oral em diferentes aspectos. Os participantes perceberam os Final Projects como uma oportunidade para focar em aspectos relacionados a precisão, como a oportunidade de trabalhar gramática e pronúncia. Por outro lado, com os Skype Chats, foi percebido como positivo pelos participantes a oportunidade que o recurso trás de formular frases rapidamente e espontaneamente na língua alvo.
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Boralli, Nadir de Assis. "Oral strategies used by brazilian students learning english." reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157773.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
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O objetivo deste estudo é analisar as estratégias que os estudantes brasileiros usam para resolver seus problemas comunicativos em uma língua estrangeira nas duas fases de produção de fala: planejamento e execução. Adicionalmente, a relação entre nível de proficiência do aluno e o uso de estratégias de comunicação e signos de hesitação é discutida. Os dados para o estudo foram obtidos de alunos de três diferentes níveis de proficiência e foram testados em três diferentes atividades. A metodologia empregada para se obter o processo mental de produção de fala do aluno foi baseado em dados de desempenho e análises introspectivas. A taxonomia empregada para a identificação das estratégias de comunicação foi baseado em tipologias existentes, mais especialmente a de Tarone, Cohen e Dumas, 1980; Faerch e Kasper, 1984; Willhems, 1987 e Oxford, 1990. Os resultados gerais deste estudo indicaram que apesar dos falantes basicamente empregarem o mesmo tipo de estratégia de comunicação e signos de hesitação para superar seus problemas comunicativos, a freqüência de estratégias de comunicação e os signos de hesitação variam de acordo com os níveis de proficiência, mostrando que os estudantes brasileiros evoluem em termos de tipo e freqüência no uso de estratégias de comunicação e signo de hesitação, sugerindo que o comportamento comunicativo dos falantes é transitório e dinâmico.
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Chittaladakorn, Khemlada. "Unorthodox Oral Expressions in English Dictionaries, Corpora, Textbooks, and English Language Instructional Materials." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2911.

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The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.
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Krohn, Matilda, and Christopher Kindbom. "Oral Communication Strategies in English as a Foreign Language." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147655.

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The syllabi for the subject English in both Swedish compulsory and upper secondary school state in the core content for English that it should provide the opportunity to learn how to use linguistic strategies in speech, i.e. oral communication strategies. However, we as teachers are not informed by these documents what oral communication strategies are and which ones are to be preferred. For this reason, we as future teachers of English, posed the following research questions: What are oral communication strategies according to the literature, and how are these assessed in terms of being positive and negative strategies? According to research what factors correlate with strategy use, and what are the potential pedagogical implications for the Swedish school context? To answer these questions, we have read and analyzed fourteen different empirical studies regarding communication strategies. The first question was answered by analyzing the empirical studies and relevant theory. We found various definitions in our studies, stemming from different theoretical perspectives. However, they all define oral communication strategies as serving the purpose of furthering interaction. Furthermore, by comparing the definitions in the Swedish syllabi for English and the Common European Framework of Reference for Languages to our literature, we were able to answer the second part of the first question. The literature shows that there is a preference for achievement strategies over avoidance or reduction strategies. To answer the first part of the second question, some studies indicated a positive correlation between strategy use and the level of proficiency. Regarding pedagogical implications, some studies indicate that explicit strategy training has a positive effect on oral performance. Drawing on the results of these studies and the theoretical framework provided, we conclude that achievement strategies are to be preferred and that they should be taught explicitly.
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Woodson, Nancy Potter. "Oral and textual composing patterns of beginning writers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553056954.

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Törnqvist, Anna. "Oral communication in the English language classroom : A study of the attitudes of some English teachers and 9th grade pupils in Sweden towards oral communication in the English classroom." Thesis, University of Kalmar, School of Human Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-964.

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The overall aim of this essay was to investigate what attitudes some English teachers and pupils in 9th grade in Sweden have towards oral communication in the teaching of English. I wanted to find out why oral communication is an important part of the teaching of English, what factors teachers and pupils believe contribute to orally active pupils in the English foreign language classroom and what English teachers think of the assessment of pupils' ability to express themselves orally in Englsih. I have interviewed three English teacers, and 85 pupils have answered a questionnaire. The result show that the techers and a majority of the pupils think that oral communication is an important part of the teaching of English, mainly because of the fact that being able to express yourself orally in English today is of great importance and because through this the pupils get to use the English language a lot themselves. Factors that contribute to verbally active pupils in the English classroom are a safe classroom atmosphere, pupils' self-esteem, small groups, meaningful assignments, enthusiastic and encouraging teachers and motivated pupils. The result also show that the teachers believe that the assessment of the pupils' oral ability is hard because it is not as concrete as other skills that they assess in the English foreign language classroom. Other reasons why the assessment is hard are the problem of getting shy or unmotivated pupils to participate orally and lack of time.  

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Leung, Wong Yuen-ching Susan. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971539.

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Books on the topic "Oral English"

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Great Britain. Parliament. House of Commons. Housing, Planning, Local Government and the Regions Committee. English partnerships: Oral and written evidence. London: Stationery Office, 2004.

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Melvyn, Elphee, ed. Oral work. London: Hutchinson, 1986.

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Bouhass, Fouzia. Communication in the additional oral class: Towards improving students' oral fluency in English at Oran University (Algeria). [s.l.]: typescript, 1988.

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Brooks, Greg. Developing oral skills: A resource pack for the teaching of oral communication. London: Heinemann Educational Books, 1986.

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Meghani, Zaverchand Kalidas. Oral traditions of Saurashtra. Mumbai: Bharatiya Vidya Bhavan, 2003.

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Christie, T. ` Passing cloudś: Oral project for GCSE English. [Manchester?]: [the Authors, University of Manchester?], 1986.

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Fathman, Ann K. The second language oral test of English. Hemel Hempstead: Prentice Hall, 1991.

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Díaz-Gilbert, Miriam. English for pharmacy writing and oral communication. Philadelphia, Pa: Lippincott Williams & Wilkins, 2008.

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Potter, John. New steps and skills 4: Oral English. Hong Kong: Witman, 1994.

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Meihua, Liu. Reticence and anxiety in oral English lessons. Bern: Peter Lang, 2009.

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Book chapters on the topic "Oral English"

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Chan, Mable. "Making oral presentations." In English for Business Communication, 141–69. London ; New York : Taylor and Francis, 2020. | Series: Routledge applied English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781351060035-8.

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Unruh, Susan, and Nancy A. McKellar. "Oral Language Issues and Assessment of Oral Language." In Assessment and Intervention for English Language Learners, 49–62. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52645-4_4.

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Porter, Gerald. "Linguistic Airbrushing in Oral History." In Writing in Nonstandard English, 347. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/pbns.67.21por.

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Wu, Xuejing. "A Comparative Analysis of Traditional Test of College Oral English and Computer-Based Oral English Test." In Application of Intelligent Systems in Multi-modal Information Analytics, 662–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51556-0_98.

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Liu, Wanyu. "Role of Teachers in Oral English Teaching." In Lecture Notes in Electrical Engineering, 13–18. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4853-1_2.

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Baigent, Maggie. "Multi-word Chunks in Oral Tasks." In Teachers Exploring Tasks in English Language Teaching, 157–70. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522961_14.

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Jamshidnejad, Alireza, Reza Falahati, and Etske Ooijevaar. "Approaches to Research on L2 Oral Communication." In Speaking English as a Second Language, 129–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55057-8_6.

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Niu, Ruiying. "An Ecological Perspective on EFL Learners’ Oral Communication." In Speaking English as a Second Language, 75–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55057-8_4.

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Jamshidnejad, Alireza. "The Construction of Problems in L2 Oral Communication." In Speaking English as a Second Language, 165–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55057-8_7.

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Jamshidnejad, Alireza. "The Construction of Problems in L2 Oral Communication." In Speaking English as a Second Language, 195–226. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55057-8_8.

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Conference papers on the topic "Oral English"

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Chang, Xu. "Oral English in China." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.107.

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Chen, Guoliang. "Computer-Aided Multimedia Oral English Teaching." In 2013 Fifth International Conference on Computational and Information Sciences (ICCIS). IEEE, 2013. http://dx.doi.org/10.1109/iccis.2013.476.

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Jian, Guan. "Feasible Strategies for Oral English Teaching." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.118.

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Song, Lihui. "Self-assessment in Oral English Teaching." In 2013 International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/asshm-13.2013.10.

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Sun, Zhiyong. "How to Improve College Students' Oral English." In 2016 2nd International Conference on Social Science and Technology Education (ICSSTE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsste-16.2016.36.

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Lv, Xin. "Role Positioning for College Oral English Teachers." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.59.

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Li, Hui. "Small Spoken Corpus and Oral English Classroom." In 3rd International Conference on Science and Social Research (ICSSR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.16.

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Liao, Chunyan. "Research on Self-correction Ability Of Oral English Learning for English Majors." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.233.

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Li, Hui. "The Analysis of Application about English Original Films in Oral English Teaching." In 2nd International Conference on Science and Social Research (ICSSR 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icssr-13.2013.73.

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Li, Hongmei. "Design and Implementation of College Oral English Curriculum." In 2016 2nd International Conference on Education Technology, Management and Humanities Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/etmhs-16.2016.143.

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Reports on the topic "Oral English"

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Stevenson, Bill. Peer Correction by Non-native Speakers of English in Oral Group Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6794.

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Katayama, Akemi. Correction of Classroom Oral Errors: Preferences among University Students of English in Japan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7155.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Abstract:
Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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