The study aimed to find out the students’ communicative ability and how far the students’ improvement in communicative ability after getting the teaching and learning by using the ...appropriate teachers’ strategy. It was the communicative strategy to solve the problem of how is the communicative ability and how does the communicative strategy improve the communicative ability of the students. The research was designed in a classroom action research which was done on three cycles. The practicum was performed in class eight grade 8B of MTs.Yaqin 2 Pemondah which had 34 learners. During the practice the main area taught was English using useful strategy to help the students in improving their communicative ability. The finding of the study on cycle one was 91.18%, meanwhile the hypothesis acceptance was 75 %. It was also happened on cycle two and three. According to the gained data on cycle two, the students’ communicative ability reached 97,06%, and 100 % on cycle three. The gaining of the improvement of the students’ communicative ability reached more than 81.18% on cycle one, on cycle two reached up to 87.06%, and on cycle three reached up to 90%. So that the application of the teachers’ strategy in teaching and learning process may increase the students’ communicative ability.
ndividuals are not always willing to communicate in L2 due to different factors. Given the essential role of effective communication in all aspects of life and the vital role of communicative ability ...in successful communication, this study investigated the role of emo-sensory intelligence (ESQ) in L2 willingness to communicate (L2WTC) and the communicative ability (COA) of Iranian EFL learners. Towards this end, 220 EFL learners took the ESQ and L2WTC scales. Moreover, their last language achievement scores were regarded for the assessment of their COA. The results of the correlational analyses showed that all the sub-constructs of ESQ are significantly correlated with the sub-constructs of L2WTC. Moreover, a significant relationship was found between COA and ESQ''s visual and auditory sub-constructs. There was also a positive correlation between COA and all the sub-constructs of L2WTC. Furthermore, structural equation modeling (SEM) results revealed that while ESQ does not directly predict the students’ COA, mediated by L2WTC, it is a positive predictor of COA. These findings suggest that improving ESQ can positively affect L2 WTC, leading to improved communicative ability in Iranian EFL learners.
Seeking social support remains a relatively understudied aspect of supportive communication. By integrating the literatures on family communication patterns (FCPs) and supportive communication, this ...study examines dispositional factors that influence support seeking in particular situations. Specifically, communicative ability and motivation to seek support were theorized to mediate the relationship between FCPs and recalled strategies of support seeking. Results from a sample (N = 352) of undergraduate students not only demonstrate that people's FCPs impart different levels of communicative ability and motivation to seek support, but also indirectly influence people's strategies of support seeking. Ability and motivation also directly influence support seeking, and several of these effects are moderated by participants' sex.
Developing communicative ability of English as a Foreign Language (EFL) learners is essential when it comes to authentic learning. Nevertheless, conventional textbook usage and English instruction ...often fail to be learner-engaging. With the help of high-immersion Virtual Reality (VR), language learning can be transformed into a more self-directed learning experience, using a simulated authentic environment to enhance engagement. Therefore. a three-dimensional learning system. Virtual Reality Life English (VRLE), was developed to provide learners with an authentic setting to facilitate communicative ability development. Seventy-two low-achieving junior high school students were recruited as participants. Multiple data sources were collected for both quantitative and qualitative data analysis of VRLE, including a pre-test/post-test addressing communicative performance, an Igroup Presence Questionnaire (IPQ) for the students' perception of perceived presence, and a semi-structured interview. The primary affordances were the beneficial application of VRLE to English communicative ability and an enhanced sense of presence in an EFL context. Furthermore, the students were positive about the learning experience. The study proves the potential of incorporating high-immersion VR technology in an EFL context. Nevertheless, the challenge of its accessibility needs careful consideration in future research to place VR in an advantageous position for language learning.
The importance of communicative ability in second language classroom context has increased the interest in interaction among foreign language learners. The quality of negotiations is influenced by so ...many factors that should be investigated in order to facilitate the process of second language acquisition. This study seeks to investigate the effect of task type on autonomous EFL learners’ interactive negotiation in synchronous computer-mediated communication context. Total number of 60 pre- intermediate EFL learners were chosen from Iran Language Institute of Birjand based on their performance on the language learning autonomy questionnaire designed by Zhang and Li (2004). They participated in three types of tasks, including Decision making, Jigsaw, and Opinion gap tasks via Telegram Desktop. The chat history of EFL learners was analyzed in terms of the model of interaction proposed by Tsui (1994). Three main moves of Initiating, Responding, and Follow-up were included in her taxonomy of interaction analysis. The results suggested that the learners tried to utilize different frequencies of appropriate moves to achieve the goals of the specific task. Practically, this study presented a revised model that can be used as a frame work for designing suitable task types in the process of computer-mediated communication.
The current study's main aim was to examine development of L2 proficiency over a short period of time by adopting an analytic framework that balances out the strengths and limitations of the existing ...Complexity, Accuracy, Lexis and Fluency (CALF) framework of linguistic measurement. CALF indices and discourse markers were used to analyse development of proficiency among participants on an intensive EAP course in a Study Abroad context. To investigate the differential rates of development in two different task types, gains in various aspects of proficiency were examined. The results suggest that some CALF measures adequately demonstrate L2 development over a one-month period. Discourse markers provide evidence of L2 development beyond CALF, and add a new dimension to investigating and measuring L2 development. The differences in L2 development indicated in monologic and dialogic performances imply that specific measures of analysis are more suitable to characterize development in different task types.
Effective communication is a fundamental aspect of children’s daily living, enabling interaction with adults and peers. A rich literature suggests that communicative abilities develop with age, while ...little is known about cross-cultural differences and similarities. This study presents a comparison of the communicative performance of Finnish (n = 147) and Italian (n = 147) typically developing children, aged 4–8 years old, as assessed by the widely used Children’s Communication Checklist–2 (CCC-2). The results reveal an effect of nationality in 9 of the 10 subscales. Finnish parents scored their children’s communicative skill higher than Italian parents in eight of those subscales, but for the social relation subscale, Italian parents scored their children higher than the Finnish parents. Some of these differences are evident for the different age groups and are already present at early developmental stages. In both the Finnish and Italian samples, the parents rated the girls’ communicative performance as more competent than the boys’ on a number of CCC-2 subscales. The results are discussed in light of previous evidence highlighting that cultural features affect and shape communicative style within society, leading to differences (and similarities) that should be considered when assessing children’s communicative abilities.
This study involved the teacher and students who were taking Speaking II class at the English Department of State University of Malang. The data was collected by conducting a non-participant ...observation, recording, and interview. Based on the analysis, the present study reveals that classroom interaction (CI) is the realization of a lesson plan which is organized in patterns of CI. There are five patterns of CI identified. The most dominant pattern is student-student (S-S) CI. Nine interactional strategies are used by the teacher and ten by the students. Speaking II class can be facilitated by implementing certain classroom procedures. The students communicative ability is described in terms of the frequency of use of the interactional strategies throughout the semester.
The vital role of English as an instrument to speed up national development justifies substantial efforts to improve the instruction. Learners of English in Indonesia suffer from difficulties since ...the language environment does not support them. Compensating tha lack of environment does not support them. Compensating the lack of environmental support with good quality of English instrustion in the primary and secondary schools would need a huge budget that the Government could not afford. Therefore, the target of the efforts should be limited to a smaller but more prospective population: university students
The process of international integration is accelerating continuously, which puts forward certain requirements for the current college students’ communicative ability and English ability. Therefore, ...it is necessary to further improve the students’ cross-cultural communicative ability in combination with English teaching. This paper combines machine learning and fuzzy mathematics methods to build an evaluation model of English cross-cultural communication ability. Moreover, based on the basic assumptions of college students’ oral communication ability evaluation, this paper builds a basic model for college students’ oral communication ability evaluation. In addition, through factor analysis and correlation analysis, this paper verifies the hypothesis of the student’s oral communication ability evaluation model and obtains an optimized university student’s oral communication ability evaluation model. After the model’s hypothesis testing and a series of statistical analysis, the evaluation system of college students’ oral communication ability is finally obtained. Finally, this article combines the investigation and analysis to test the performance of the model constructed in this article. The research results show that the capability evaluation model constructed in this paper has good performance.
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