Strategy Use in Oral Communication with Competent Synthesis and Complex Interaction

Zhu, Xinhua; Liao, Xiao; Cheong, Choo Mui

doi:10.1007/s10936-019-09651-0

Cited by 12 publications

(12 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The questionnaire was translated into Chinese version for it to be administered on the Chinese participants. The questionnaire was trial tested on some students in equivalent schools in both Nigeria and China and the Cronbach alpha coefficient gotten ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ was .82 and .91 respectively, which is greater than the acceptable threshold of (.6) cited in Zhu et al (2019). The reliability coefficient was to ensure that the scale was internally consistent which implies that the PsPT Class Process Questionnaire was reliable.…”

Section: Pspt Class Process Questionnairementioning

confidence: 99%

A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA

Komolafe

Ogunniran

Zhang

et al. 2020

JBSE

View full text Add to dashboard Cite

Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom’s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs’ psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs’ to master the subject concept of physics as a psycho motive subject. Keywords: micro-teaching practices, pre-service physics teacher, teaching skill acquisition, training program.

show abstract

Section: Pspt Class Process Questionnairementioning

confidence: 99%

A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA

Komolafe

Ogunniran

Zhang

et al. 2020

JBSE

View full text Add to dashboard Cite

show abstract

“…The learners in both studies can be considered proficient because they were teacher trainees enrolled in a degree programme preparing them to teach English as a second language (ESL) in Malaysian secondary schools. Zhu, Liao, and Cheong (2019) also found that the Hong Kong university students' proficiency influences effectiveness of strategy use. Their findings showed that the high-performing participants use a significantly higher number of active engagement, clarification, and synthesis strategies than the medium-performing participants for constructing content in the group discussion.…”

mentioning

confidence: 89%

Fluency and communication strategy use in group interactions for occupational purposes

Soekarno

Ting

2020

JELTIM

View full text Add to dashboard Cite

Communication strategy use varies with proficiency in the target language and less proficient learners rely on L1 strategies for conversational repair. In an English for Occupational Purposes (EOP) context where the technical register is unfamiliar, little is known on whether communication strategies can enable learners with limited English proficiency to overcome hesitancy in speech. The study examined learners’ use of communication strategies and fluency in group interactions in an EOP context using an integrated problem-solving, interactional and discourse-based framework of communication strategies. A 13-week communication strategy training was conducted focusing on conversational repair strategies (fillers, approximation, code-switching), meaning negotiation strategies (clarification request, comprehension check, confirmation check), response strategies (rephrase, shadowing, reply) and discourse-based strategies (lexical repetition, topic fronting). The results on communication strategy use in three group interaction sessions involving three participants showed that the most frequently used communication strategies were lexical repetition and fillers. The participants’ fluency, as measured in C-units and frequency of fillers, was higher when they interacted on familiar topics. The participants learnt to use discourse-based strategies but not meaning negotiation strategies. The findings suggest that for better negotiation of meaning, the communication strategy training needs to create metacognitive awareness of the interlocutors’ communicative needs.

show abstract

“…Psycholinguistic strategies should be applied to overcome constraints of learning, teaching, and using a language dealing with human behaviours. The psycholinguistic strategies focus on solving a linguistic problem in communication through self-expression (Zhu, Liao & Cheong, 2019). Communication consists of a source or sender, message, channel, receiver, and feedback (Chanwanakul, 2021).…”

Section: Constraintmentioning

confidence: 99%

Constraints Based Behaviours in EFL Mastery of English Education Students

2023

View full text Add to dashboard Cite

Purpose. This manuscript is a result of a research that aims at identifying Constraints Based Behaviours in EFL (English as a Foreign Language) Mastery. Methods and procedure. This scientific research result manuscript has data obtained descriptively and analysed qualitativelyso that qualitative descriptive method is used. Graduade students of English Education Study Program, Faculty of Teacher Training and Education as its subjects have to do real behaviours for overcoming the constraints to master the EFL that has been learnt to decode and encode messages for having solution of problem through activities that have not been realized because of the constraints. Its specific target is realization of the university students’ behaviours supporting their English competence/knowledge and performance/skill. They have to realize main points of activities based on their problems in learning that foreign language to be behaviours based on the constraints in mastering that international language. This is to identify the students’ constraints to hopefully be overcome by the English education students and lecturers. The students are intended to freely use their English so that they do have the foreign language skills: receptive and productive skills. Results. Resultsof the research indicate thatthe English education students sometimes learn English, use/produce it so that they can understand/comprehend it, develop their skills, and always improve their English. English skill that they master most is Reading. They master oral English more than visual one and most of them do English speaking skill/activities and they in mastering the English have most constraints on reading skill. Conclutions. English education students experienced most constraints on Reading Skill, have behaviours for overcaming the constraints, and then can master most that skill. Thus, constraints based behaviours of English education students in EFL mastery are identified through their experiences consistently.

show abstract

Strategy Use in Oral Communication with Competent Synthesis and Complex Interaction

Cited by 12 publications

References 38 publications

A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA

A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA

Fluency and communication strategy use in group interactions for occupational purposes

Constraints Based Behaviours in EFL Mastery of English Education Students

Contact Info

Product

Resources

About