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Articoli di riviste sul tema "Language coaching"

Autore: Grafiati

Pubblicato: 10 dicembre 2022

Ultima modifica: 31 luglio 2025

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1

Ismatova, Makhzuna Sh. "SPECIFIC CHARACTERISTICS OF LANGUAGE COACHING TECHNOLOGY." International Journal of Pedagogics 03, no. 03 (2023): 21–24. http://dx.doi.org/10.37547/ijp/volume03issue03-04.

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Educational coaching has many benefits. First of all, it is aimed at improving the efficiency of the teacher. Pedagogical coaching makes it possible to psychologically competently provide support for students along the educational trajectory, based on the principles and achievements of a student-centered approach. At the same time, specific real goals are set for the trainees both for the short and long term of their development in the context of training at the university. Students learn to manage their personal time, deal with stressful situations, increase self-esteem.

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Shavkatovna, Ismatova Makhzuna. "Using Coaching Technologies in Training English Language Specialists." International Journal of Pedagogics 5, no. 5 (2025): 179–81. https://doi.org/10.37547/ijp/volume05issue05-45.

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This article explores the integration of coaching technologies in preparing future English language specialists, highlighting how coaching supports a learner-centered and development-focused approach that complements traditional pedagogical methods. By shifting the instructor’s role from knowledge dispenser to facilitator, coaching techniques encourage individualized goal setting, reflective practice, and targeted feedback. These elements empower trainee teachers to identify and address personal strengths and weaknesses in both linguistic and pedagogical areas. Moreover, the collaborative and

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Kim, Byoung-Jun, and Sungmin Cheon. "Effects of Taekwondo Coaching Language Training on Coaching Efficacy of Language Use, Coaching Confidence and Behavior." Korean Journal of Sport Psychology 29, no. 3 (2018): 73–83. http://dx.doi.org/10.14385/kssp.29.3.73.

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Dunham, Valerie, and Dana A. Robertson. "Discourse Within the Interactional Space of Literacy Coaching." Education Sciences 15, no. 6 (2025): 694. https://doi.org/10.3390/educsci15060694.

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Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, and coach retrospective think-aloud protocols of a literacy coach and elementary school teacher who described their partnership as “successful”. We exam

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TURCHYN, A. I., та I. O. TSAR. "КОУЧИНГ ЯК ФОРМА АКТИВНОГО НАВЧАННЯ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (2021): 321–29. http://dx.doi.org/10.31494/2412-9208-2021-1-2-321-329.

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The authors analyse the interpretations of the concept of coaching in scientific thought in general, and as a new direction in the educational environment in particular. It has been found out that special-pedagogical coaching originated in the USA as «Content-Focused Coaching» and was used in teaching staff training. Theoretical and methodological aspects of pedagogical coaching, which contributes to the growth of motivation of higher education students, both in personal and communicative development and helps to realize their potentialities, have been investigated. The key aspects of pedagogi

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Kufakunesu, Patson, and Paul Svongoro. "politics of language and football coaching in Zimbabwe." NAWA Journal of Language and Communication 16, no. 1 (2023): 92–108. http://dx.doi.org/10.59677/njlc.v16i1.34.

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This article examines how the language policy of the Zimbabwe Football Association (ZIFA) influences the selection of the language used in the delivery of the Confederation of African Football (CAF) coaching courses and how this choice impacts football development in Zimbabwe. Linguistic imperialism (Phillipson, 1992) was adopted as the theoretical framework for this study. Using document analysis, the study investigates how ZIFA’s language policy accommodates or excludes people of different languages in football activities. The language policies of FIFA, CAF, and those regional football assoc

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Dr., Wesal Yousef Ali. "Application of Coaching as a Teaching Model in English as a Foreign Language Classroom in Saudi Arabia." Philip Roth Studies 20, no. 2 (2024): 35–50. https://doi.org/10.5281/zenodo.14381212.

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This research introduces an EFL instructional strategygrounded in coaching as a pedagogical approach. EFL education mayencompass three distinct styles of coaching: peer coaching amongeducators, educator-to-learner interactions coaching and peercoaching among students. Educators' Peer coaching improvescollaborative teaching, which can Enhance the quality of English as aForeign Language instruction. A teacher is capable to mentor pupils intheir writing process and oral presentations peer coaching, whichfacilitates pupils' development in Composition and verbal presentation.Peer tutoring among Stu

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Чернявская, Я. Л. "Language coaching and teaching Russian as a foreign language in a preparatory course." Modern scientist, no. 2 (February 15, 2024): 67–72. http://dx.doi.org/10.58224/2541-8459-2024-2-67-72.

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в данной статье рассматривается применение моделей языкового коучинга при преподавании русского языка как иностранного, в частности, на подготовительных курсах. Исследование начинается с анализа модели "GROW" и ее применения в стандартном образовательном процессе. Общепризнано совпадение между традиционным преподаванием языка и языковым коучингом, описанное Рэйчел Пейлинг. В статье утверждается, что, хотя некоторые особенности языкового коучинга хорошо согласуются с современными образовательными подходами, такими как коммуникативная модель, существуют также уникальные аспекты, особенно касающи

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Hassan Sain, Zohaib, Hui Geng, and Yumei Song. "Impact of English Language Coaching Classes in Pakistan: Bridging Educational Gaps and Socioeconomic Challenges." Language, Technology, and Social Media 2, no. 2 (2024): 116–27. http://dx.doi.org/10.70211/ltsm.v2i2.98.

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The education system in Pakistan faces challenges in effectively teaching English as a second language, prompting students to seek external support through coaching classes. This research explores the impact and implications of coaching classes on English language learning, examining their influence on academic performance and their emergence as a parallel education system. A mixed-method approach was adopted, utilizing surveys of 300 participants, in-depth interviews with 30 students, teachers, and parents, and classroom observations conducted in 10 schools and coaching centers. Quantitative

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Yan, LI. "Language Learning and Leadership Coaching: A Case Study of Chinese MBA Students." European Journal of Training and Development Studies 12, no. 1 (2025): 14–20. https://doi.org/10.37745/ejtds.2014/vol12n11420.

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This research paper explores the intersection of language learning and leadership coaching, focusing on Chinese MBA students. It investigates how language learning impacts the development of cross-cultural competencies and leadership skills, and examines the effectiveness of integrating language learning support into leadership coaching. Employing a mixed-methods approach, qualitative interviews and quantitative surveys provide comprehensive insights. Findings reveal benefits, challenges, and strategies related to language learning in leadership coaching, offering valuable implications for lea

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Burhan, Kristian, Helfany Amsa, Indri Astuti, and Sherly Franchisca. "Development of Contextual English Language Teaching Materials Based on Sport Coaching Education." ELTALL: English Language Teaching, Applied Linguistic and Literature 6, no. 1 (2025): 13–23. https://doi.org/10.21154/eltall.v6i1.10728.

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Despite the prominent role of English in the sports industry, few studies have explored the demand for English competence among future sport coaches, especially in the context of an increasingly globalized sporting domain where communication is becoming key in diverse trading environments. However, the students who are studying Sport Coaching Education typically do not have English skills that are specifically focused on real-life coaching situations. This study is developing teaching materials for teaching English language using the Contextual Teaching and Learning (CTL) approach specifically

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Adedayo, Ogunleye. "The impact of word choice in business coaching." i-manager's Journal on Economics & Commerce 5, no. 1 (2025): 6. https://doi.org/10.26634/jecom.5.1.20990.

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A major construct that underpins a successful business coaching session is communicating properly with the right kind of words. This study examines the significance of the words the business coaches use in their coaching sessions in a sample of 150 professional coaches and their effect on the outcomes of coaching sessions through a mixed-method approach. It uses both the quantitative analysis of surveys and performance metrics and the qualitative transcription of coaching sessions and interviews with the coaches and coachees. The research shows that coachees who are talked to by their coach us

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Zuhri Dj, Muhammad, and Musfirah Maharaj. "Echo Boomers’ Habitation in Language Politeness." Loquen: English Studies Journal 15, no. 2 (2023): 69–78. http://dx.doi.org/10.32678/loquen.v15i2.6722.

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The development of language politeness activities under the Participatory Action Research (PAR) category which aims to provide understanding and guidance to the echo boomers of Islamic boarding schools in communicating well and politely to the community, whether they are older or younger than them. The method used in this activity is coaching which is carried out by lectures, discussions and questions and answers. This coaching is aimed at the echo boomer of the Al-Junadiyah Biru Islamic Boarding School, Bone Regency, which was followed by 22 students. The coaching of politeness in the languag

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Mukashev, Bulat, and Viktoriya Sokolova. "LANGUAGE COACHING: A PATHWAY TO EFFECTIVE COMMUNICATION." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 55 (May 3, 2023): 38–40. https://doi.org/10.5281/zenodo.7890609.

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Language coaching is an individually tailored approach to language learning that focuses on the specific needs and goals of the learner. Rather than following a traditional language learning curriculum, a language coach works one-on-one with the learner to create a unique learning plan that meets their individual needs. This approach is highly effective because it allows learners to concentrate on the areas they need to improve the most, while also building their confidence and motivation. Language coaches are typically highly trained and experienced language professionals who possess not only

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Linder-Pelz, Susie, and James Lawley. "Using Clean Language to explore the subjectivity of coachees’ experience and outcomes." International Coaching Psychology Review 10, no. 2 (2015): 161–74. http://dx.doi.org/10.53841/bpsicpr.2015.10.2.161.

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Objectives:This paper aims to contribute methodologically and substantively to understanding how coachees experience and evaluate coaching. First, we explore the use of ‘Clean Language’ as a phenomenological approach to coaching research, including the eliciting and analysing of data into findings and insights for coaches and coach trainers (Tosey et al., 2014, p.630). Second, we explore the nature of events, effects, evaluations and outcomes reported by coachees after a single coaching session.Design:Three coaches accredited in the same coaching methodology each delivered a single session to

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Snodgrass, Melinda R., Moon Y. Chung, Maysoon F. Biller, Katie E. Appel, Hedda Meadan, and James W. Halle. "Telepractice in Speech–Language Therapy: The Use of Online Technologies for Parent Training and Coaching." Communication Disorders Quarterly 38, no. 4 (2016): 242–54. http://dx.doi.org/10.1177/1525740116680424.

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Researchers and practitioners have found that telepractice is an effective means of increasing access to high-quality services that meet children’s unique needs and is a viable mechanism to deliver speech–language services for multiple purposes. We offer a framework to facilitate the implementation of practices that are used in direct speech–language therapy into parent training and coaching. We overlay the use of telepractice onto parent training and coaching to provide a framework that guides the conversion of practices used in direct service to parent training and coaching programs that can

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Salomaa, Raija. "Expatriate coaching: factors impacting coaching success." Journal of Global Mobility 3, no. 3 (2015): 216–43. http://dx.doi.org/10.1108/jgm-10-2014-0050.

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Purpose – The purpose of this paper is to investigate factors impacting successful coaching of expatriates. Design/methodology/approach – Data were gathered from 25 semi-structured interviews of coached expatriates, coaches and HR professionals. Interpretative Phenomenological Analysis was used to analyze and interpret the data. Findings – Altogether, 16 factors impacting expatriate coaching success were identified. They were categorized with respect to the four-quadrant framework of Wilber. The findings suggest, for example, that coaching success is impacted by: from the coach and coachee as

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Oksana, Chaika (Čajka). "Adoption of Team Coaching Competencies for Innovative Translation and Foreign Language Instruction: Polylingual and Polycultural Dimensions in Higher Education." International Journal of Social Science and Human Research 04, no. 11 (2021): 3420–31. https://doi.org/10.47191/ijsshr/v4-i11-52.

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The contemporary world is subject to waves of highly rated turbulences and demand volatility in the market of educational services. In the recent decades, Ukraine as a developing state has witnessed varied response from educators, students, observers, bloggers as to the content and quality of education. The paper aims to elaborate the surface scratching recommendations for the development of an educational policy, which may be eligible for adoption at universities, endorsing modernisation of content and structure of higher education inside and outside Ukraine by means of developing, growing an

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Arteaga, Irma, Kathy Thornburg, Rajeev Darolia, and Jacqueline Hawks. "Improving Teacher Practices With Children Under Five: Experimental Evidence From the Mississippi Buildings Blocks." Evaluation Review 43, no. 1-2 (2019): 41–76. http://dx.doi.org/10.1177/0193841x19865070.

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Background: The literature on the effects of teacher coaching in early childhood (EC) education programs is underdeveloped but emerging. Using the theory of action in professional development as our theoretical framework, we hypothesize that active coaching improves teaching methods and creates a more effective classroom environment for enhancing children’s learning and skills. Objectives: This study evaluates the effects of the Mississippi Building Blocks (MBB) program, an EC intervention with a strong emphasis on supervisor and coaching training. Research design: We conduct a randomized cont

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Gómez Palacio, Claudia, Deisa Enid Gómez Vargas, and Hadaluz Pulgarín Taborda. "Coaching as a Professional Development Strategy for Adjunct Instructors in a Colombian University." Profile: Issues in Teachers´ Professional Development 21, no. 1 (2019): 121–35. http://dx.doi.org/10.15446/profile.v21n1.71362.

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This article reports the results of a study in which coaching was used as a professional development strategy with five foreign language adjunct instructors at a public university in Colombia. A questionnaire, coaching sessions, interviews, and both coaches and coachees’ reports were the data collection sources. Results showed that adjunct instructors consider coaching a useful professional development strategy that should be offered to all foreign language instructors. In addition, trust and genuine interest were considered determinant when administrators implement this professional developme

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Zablotska, Lyubov, Tetiana Olendr, and Iryna Tsar. "Influence of Language Coaching Techniques on Undergraduate Students’ Motivation in the Process of Foreign Languages Teaching at Non-linguistic Specialties." Arab World English Journal 14, no. 1 (2023): 394–408. http://dx.doi.org/10.24093/awej/vol14no1.25.

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The application of coaching techniques is popular in the worldwide practice of specialist training and is used in various fields. However, the problem of introduction of coaching technniques in foreign languages learning in Ukraine remains insufficiently covered and requires a more detailed study. This paper aimed to study the influence of language coaching techniques (LCT) on undergraduate students’ motivation in the process of foreign language teaching at non-linguistic specialties. The study sought to answer the main research questions: 1.What effect would LCT have on undergraduate students

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Clifton, Jonathan, Geert Jacobs, Astrid Vandendaele, and Julia Valeiras-Jurado. "Interaction, asymmetries of knowledge and experience and the impact of theory on the <i>in situ</i> practice of coaching." Journal of Applied Linguistics and Professional Practice 17, no. 3 (2023): 252–73. http://dx.doi.org/10.1558/jalpp.22905.

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Coaching is often presented as an equitable working alliance between a coach who has theory-driven expert knowledge and a coachee who has knowledge of himself/herself. However, whilst this assumption is widely promoted in coaching literature, little research has sought to investigate the in situ practice of coaching in which these different territories of knowledge are negotiated. Using Cooren’s notion of communication as a form of ventriloquism as an approach to the analysis of data taken from a corpus of 21 naturally occurring career coaching interactions, the purpose of this paper is to inv

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Graf, Eva-Maria, and Frédérick Dionne. "‘Knowing that’, ‘knowing why’ and ‘knowing how’." AILA Review 34, no. 1 (2021): 57–78. http://dx.doi.org/10.1075/aila.20008.gra.

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Abstract Our contribution maps the journey towards setting up a transdisciplinary, interprofessional collaboration between coaching practitioners and coaching researchers from the fields of Applied Linguistics and Applied Psychology. The goal of such a project is to build a community of interest around a common cause, i.e., a practically relevant, language-based coaching problem (in our case, questioning practices in executive coaching), and to collaboratively solve the problem on the basis of assembling and integrating the various epistemes. The purpose of our contribution in the form of a tr

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Barnson, Steven C. "The Authentic Coaching Model: A Grounded Theory of Coaching." International Sport Coaching Journal 1, no. 2 (2014): 61–74. http://dx.doi.org/10.1123/iscj.2013-0021.

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The purpose of this research was to: (a) describe the coaching process using language that is meaningful for practicing coaches; (b) explain how different coaches maneuver through the process of coaching; and (c) probe the paradoxical nature of the coaching process. Data gathered over a 6-month period with eight high school team sport coaches in the United States representing six different sport contexts, revealed three foundational paradoxes. Based on the results, coaching is best viewed as the convergence of three paradoxical forces: the paradox of authenticity, the paradox of purpose, and t

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RAKHIMOVA, Olga. "Principles of language coaching in the process of foreign language teaching." Humanities science current issues 2, no. 45 (2021): 93–97. http://dx.doi.org/10.24919/2308-4863/45-2-15.

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Berdiqulov, Shohmurod Elmurod oʻgʻli. "INNOVATION METHOD OF TEACHING VOCABULARY IN THE SECOND LANGUAGE CLASSROOM." THEORETICAL ASPECTS IN THE FORMATION OF PEDAGOGICAL SCIENCES 2, no. 7 (2023): 42–46. https://doi.org/10.5281/zenodo.7698085.

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It is critical to assert that, because English has emerge as a standard and dominant supply to speak withinside the world, the hobby of getting to know this language is growing dramatically.But humans can’t use any languages with out vocabulary and this paper analyses the vocabulary of a language and vocabulary coaching techniques and strategies and research a few techniques.

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Polley, Nathan, and Shoba Sonukumar. "Applying leadership coaching as an approach to support servant leader development in Cambodia." Cambodian Journal of Educational Research 4, no. 2 (2024): 12–37. https://doi.org/10.62037/cjer.2024.03.02.02.

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While leadership coaching has been applied in leader development, few studies have applied leadership coaching to servant leader development, and, to the best of our knowledge, none in Cambodia. This study explored how leadership coaching and Knowles’ (2015) principles of andragogy can support servant leader development in a blended Cambodian course. Participatory Action Research was used to guide the design and evaluation of the course. The course included leadership coaching based on the GROW Model and servant leadership training informed by Knowles’ andragogy principles. Data was collected

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Meadan, Hedda, Moon Y. Chung, Michelle M. Sands, and Melinda R. Snodgrass. "The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children." Journal of Special Education 54, no. 2 (2019): 113–25. http://dx.doi.org/10.1177/0022466919884070.

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Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service prov

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Md Yunus, Yusnita, Karwan Mustafa Saeed, and Muhammad Kamarul Kabilan. "Taking the Role of Social Media in Coaching among English Language Coaches in Malaysia: An Explanatory Study." Mextesol Journal 46, no. 1 (2022): 1–13. http://dx.doi.org/10.61871/mj.v46n1-11.

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The purpose of this contribution is to investigate the practices of English Language School Improvement Specialist Coaches Plus (SISC+) in Malaysia on the use of social media for coaching. In this study, a mixed-method approach is employed as a process of inquiry to collect and analyze data. The main finding of the study indicates the power of communication as the heart of the relationship that exists between both SISC+ and teachers. Coaches believe that better communication tools contribute to having a positive impact on the relationship with their teachers and help them to achieve their coac

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MAKUKHINA, Svitlana. "COACHING AS MODERN TECHNOLOGY OF FOREIGN LANGUAGE TEACHING." Humanities science current issues 2, no. 67 (2023): 210–13. http://dx.doi.org/10.24919/2308-4863/67-2-30.

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Mayuni, Ilza, Eva Leiliyanti, Tara Mustikaning Palupi, Mei Lusiana Sitorus, and Yinghuei Chen. "DESIGNING LITERACY E-COACHING MODEL FOR ENGLISH LANGUAGE TEACHERS OF JUNIOR HIGH SCHOOLS IN INDONESIA." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (2022): 310. http://dx.doi.org/10.15639/teflinjournal.v33i2/310-329.

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This multi-year study which took place in 2019-2021 aims to design a literacy e-coaching model for EFL Junior High School teachers in Indonesia in support of the government-initiated school-based literacy movement program. The study involved 150 English as a Foreign Language (EFL) teachers from 16 provinces in Indonesia in the need analysis part, 12 teachers in the module development part and 41 teachers in the implementation part. Two kinds of modules were developed during the study, namely: (1) a literacy enrichment module to reinforce the participants’ literacy content knowledge; and (2) a

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Towson, Jacqueline A., Matthew S. Taylor, Diana L. Abarca, Claire Donehower Paul, and Faith Ezekiel-Wilder. "Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students." Perspectives of the ASHA Special Interest Groups 6, no. 1 (2021): 80–100. http://dx.doi.org/10.1044/2020_persp-20-00098.

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Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to trad

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धमला Dhamala, बद्रीप्रसाद Badri Prasad. "Peer Coaching as a Strategy for Teachers’ Professional Development." Okhaldhunga Journal 1, no. 2 (2024): 3–21. http://dx.doi.org/10.3126/oj.v1i2.69553.

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This study explores the English language teachers’ practices of peer coaching as a strategy for their professional development. Peer coaching is a strategy where one or more teachers from a partnership with one another for the purpose of collaboration and it also provides professional development. For this study, a sample of forty secondary and lower-secondary level teachers of English were selected from twenty schools in the Okhaldhunga district using purposive sampling procedures. Two English teachers from twenty schools were selected. A questionnaire was used that also included open-ended q

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Choi, Si Hyeon, and Gyung-Hun Hong. "Satisfaction and Effectiveness of Telepractice for Parents of Young Children with Language Delay." Communication Sciences & Disorders 29, no. 3 (2024): 505–20. http://dx.doi.org/10.12963/csd.240053.

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Objectives: This study aims to provide parent teaching techniques to mothers of 2-3-yearold children with language developmental delays via telepractice and to analyze the effectiveness and participant satisfaction. The training focuses on techniques to promote language development in their children.Methods: The study involved training and coaching seven mothers in parallel talk, self-talk, mand-model and time delay techniques via telepractice. The interactions between mothers and children were recorded at home and analyzed to observe changes in mothers’ use of the techniques and the character

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Madaminova, Moxlaroyim Rustambek qizi. "CONTENT AND LANGUAGE INTEGRATED LEARNING IN BILINGUAL." ACADEMIC RESEARCH IN MODERN SCIENCE 1, no. 12 (2022): 41–44. https://doi.org/10.5281/zenodo.7039801.

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article explores Content and Language Integrated Learning,benefits of CLIL coaching,what are the blessings of being bilingual,what are the advantages of CLIL method,how can instructors and colleges get the advantages of CLIL.

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Vázquez, Alain, Asier López Zorrilla, Javier Mikel Olaso, and María Inés Torres. "Dialogue Management and Language Generation for a Robust Conversational Virtual Coach: Validation and User Study." Sensors 23, no. 3 (2023): 1423. http://dx.doi.org/10.3390/s23031423.

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Designing human–machine interactive systems requires cooperation between different disciplines is required. In this work, we present a Dialogue Manager and a Language Generator that are the core modules of a Voice-based Spoken Dialogue System (SDS) capable of carrying out challenging, long and complex coaching conversations. We also develop an efficient integration procedure of the whole system that will act as an intelligent and robust Virtual Coach. The coaching task significantly differs from the classical applications of SDSs, resulting in a much higher degree of complexity and difficulty.

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Shchur, Nataliia. "OVERCOMING LANGUAGE BARRIERS IN THE COURSE OF DEVELOPING PROFESSIONAL FOREIGN LANGUAGE COMPETENCE IN HEIS." Educational Discourse: collection of scientific papers, no. 32(4) (May 5, 2021): 35–45. http://dx.doi.org/10.33930/ed.2019.5007.32(4)-4.

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The article clarifies the concept of language barriers arising in the course of PFLC development, identifies both the types and factors of their arising and the strategy and conditions for overcoming them. The study also focuses on using language coaching as one of the strategies for one-to-one teaching in HEIs whilst eliminating language barriers.

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Passmore, Jonathan, and David Tee. "Can Chatbots replace human coaches? Issues and dilemmas for the coaching profession, coaching clients and for organisations." Coaching Psychologist 19, no. 1 (2023): 47–54. http://dx.doi.org/10.53841/bpstcp.2023.19.1.47.

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The advent of artificial intelligence (AI) and machine learning (ML) has led to the speculation that chatbots could revolutionise the coaching industry in the coming decade, replacing humans as the main provider of coaching conversations. The development of GPT4 has led to these bots becoming increasingly sophisticated and effective at providing support and guidance in various fields. Coaching providers have been quick to operationalise these generative language tools to create new products like AIMY, evoach and Vici. This paper examines the potential of AI chatbots and their integration into

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Gus, Licette, Janet Rose, Louise Gilbert, and Ryan Kilby. "The Introduction of Emotion Coaching as a Whole School Approach in a Primary Specialist Social Emotional and Mental Health Setting: Positive Outcomes for All." Open Family Studies Journal 9, no. 1 (2017): 95–110. http://dx.doi.org/10.2174/1874922401709010095.

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Background:This paper describes the impact upon well-being of pupils, staff, and families following the introduction of Emotion Coaching as a whole school approach.Objective:This paper’s objective is an attempt to redress the lack of published evidence about the use of Emotion Coaching in schools and to highlight how a school has been able to adopt a humanistic relational approach in a climate in which behaviorist principles are dominant in schools.Method:A case study approach using mixed methods was used. Data were examined from an outcomes model perspective where the benefits and changes int

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Zhu, Lin, Collin Shepley, Jennifer Grisham, and Justin D. Lane. "A Brief Parent-Coaching Package for Tiered Language Interventions." Education Sciences 12, no. 9 (2022): 585. http://dx.doi.org/10.3390/educsci12090585.

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This study utilized a brief coaching package to train parents to support their children’s language development in home environments. Two parents of dual language learners were trained to use naturalistic language strategies that ranged in complexity. Parents participated in individual training sessions targeting three strategies: narration, imitation, and environmental arrangement and responding. A multiple baseline design across behaviors replicated across parent–child dyads was used to evaluate the effectiveness of the brief coaching package. Therapeutically accelerating data in a baseline c

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Ferjan Ramírez, Naja, Sarah Roseberry Lytle, and Patricia K. Kuhl. "Parent coaching increases conversational turns and advances infant language development." Proceedings of the National Academy of Sciences 117, no. 7 (2020): 3484–91. http://dx.doi.org/10.1073/pnas.1921653117.

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Parental language input is one of the best predictors of children’s language achievement. Parentese, a near-universal speaking style distinguished by higher pitch, slower tempo, and exaggerated intonation, has been documented in speech directed toward young children in many countries. Previous research shows that the use of parentese and parent–child turn-taking are both associated with advances in children’s language learning. We conducted a randomized controlled trial to determine whether a parent coaching intervention delivered when the infants are 6, 10, and 14 mo of age can enhance parent

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Baranova, I. V., N. A. Miryugina, and K. S. Smotryaeva. "Linguo-Coaching as Modern Technology of German Language Teaching." Prepodavatel XXI vek, no. 4-1 (2020): 136–44. http://dx.doi.org/10.31862/2073-9613-2020-4-136-144.

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Akamoglu, Yusuf, and Laurie Dinnebeil. "Coaching Parents to Use Naturalistic Language and Communication Strategies." Young Exceptional Children 20, no. 1 (2016): 41–50. http://dx.doi.org/10.1177/1096250615598815.

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Suvorova, S. L., and V. A. Khanin. "COACHING APPROACH IN ADVANCED TRAINING OF FOREIGN LANGUAGE TEACHERS." Bulletin of the South Ural State University series "Education. Educational Sciences" 14, no. 4 (2022): 78–87. http://dx.doi.org/10.14529/ped220407.

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Robertson, Dana A., Lauren Breckenridge Padesky, Evelyn Ford-Connors, and Jeanne R. Paratore. "What Does It Mean to Say Coaching Is Relational?" Journal of Literacy Research 52, no. 1 (2020): 55–78. http://dx.doi.org/10.1177/1086296x19896632.

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This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledge and skills. Our analysis indicates that the realization of co-construction may be influenced by differential patterns related to positioning and dis

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Stoner, Julia, Hedda Meadan, and Maureen Angell. "A Model for Coaching Parents to Implement Teaching Strategies With Their Young Children With Language Delay or Developmental Disabilities." Perspectives on Language Learning and Education 20, no. 3 (2013): 113–12. http://dx.doi.org/10.1044/lle20.3.112.

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This article focuses on the coaching model used in the Parent-Implemented Communication Strategies (PiCS) Project. The PiCS model was used to train and coach parents to deliver naturalistic and visual teaching strategies in their homes with their young children with developmental disabilities. The foundational concepts and rationale for training and coaching parents to implement intervention are discussed. The PiCS coaching model was developed using best practices of early intervention and includes five steps that prepare parents to implement intervention with high quality.

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Suhendra, Erwin, Husnawadi, and Abdul Muhid. "Coaching Clinic Mahasiswa Poltekkes Mataram untuk National Health English Olympiade." JILPI : Jurnal Ilmiah Pengabdian dan Inovasi 1, no. 4 (2023): 823–30. http://dx.doi.org/10.57248/jilpi.v1i4.236.

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This coaching clinic is aimed to give assistance, guidance, and coaching to the public speaking competition on NHPEO, which are: public speaking, storytelling, English debate, and writing essays. This competition is held annually for Health Polytechnic all over Indonesia. This coaching clinic is programmed into two approaches; assisting and coaching. Preceding the programs, a pre-test was given to measure students' competence, and a post-test was given to decide the selected team for NHPEO. This coaching clinic is followed by selected students of Poltekkes Kemenkes Mataram. The activities are

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Theurer, Joan Leikam, and Kathy Burson Schmidt. "Coaching Reading Buddies for Success." Reading Teacher 62, no. 3 (2008): 261–64. http://dx.doi.org/10.1598/rt.62.3.8.

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Holland, Audrey. "Counseling/Coaching in Chronic Aphasia." Topics in Language Disorders 27, no. 4 (2007): 339–50. http://dx.doi.org/10.1097/01.tld.0000299888.24241.dd.

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Miller, Sara, and Angela Stewart. "Literacy Learning Through Team Coaching." Reading Teacher 67, no. 4 (2013): 290–98. http://dx.doi.org/10.1002/trtr.1219.

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