Advancing Minority STEM Students’ Communication and Presentation Skills through Cocurricular Training Activities

Oral presentation skill is an asset for graduates. A graduate with good oral presentation skills has a better chance in career advancement and promotion rather than one who does not. Thus, it is vital for university students to have exposure to oral communication strategies for them to become good presenters. The purpose of this study was to identify the communication strategies used by undergraduate students while delivering oral presentations in an oral communication skills course. The strategies used were mapped against the grades they obtained for the course to gauge the strategies used by students who scored an A (good presenters) versus those who scored a B (average presenters). Presenting to an audience may generate anxiety and concern that the presentation might not be delivered effectively. Good presenters have found ways to overcome or cope with this concern. Thus, the Oral Communication Strategies Inventory (OCSI) developed by Nakatani (Mod Lang J 90:151–168, 2006) was used to access strategies that the students used for coping while delivering their oral presentations. The OCS inventory included eight categories of strategies for coping while speaking and seven categories of strategies for coping while listening. However, for the purpose of this paper, only speaking strategies were analyzed. The respondents were 100 engineering students enrolled in a communication skills course. Results of the data analysis revealed that the good presenters employed more oral communication strategies than the average presenters. The better students had more frequently used social affective, fluency-oriented, and nonverbal strategies for coping with speaking problems. The average students, on the other hand, do utilize social affective and nonverbal strategies but on a much lesser degree. The findings suggest that average presenters should be made aware of the mentioned skills and be accustomed to them in order to enhance their oral presentation skills. As such, introducing the oral communication strategies to the students could help them improve their oral communication delivery.

During the fourth Summer Camp (SC) held by the European Association of Osseointegration (EAO), 20 junior representatives from various European and non-European universities and associations were selected to partake in oral presentation and communication skill development. The aim of the EAO Summer Camp (EAO SC) was to identify new methods of enhancing participants' abilities to engage, influence and lead in a professional environment, on both a clinical and scientific level. Four different groups were assigned to discuss one of two topics: (1) an Implant Register and (2) Digital Dentistry. The method that was used during the EAO SC, for training presentation skills, was the 4MAT learning model. The 4MAT learning model is a framework for creating an engaged, dynamic and more involved style of training by accurately visualizing the learning process that each learner goes through. All four groups, including each participant, presented outcomes in the format of 4MAT learning model answering four key questions, the Why, the What, the How and the What if. After the event, each group prepared a written summary of the thought processes. The outcome of the summer camp, for the chosen participants, was gaining skills to engage and influence in a professional environment, both clinically and scientifically. It was also expected from participants to share gained knowledge in their own respective environments after the EAO Summer Camp had ended. In conclusion, most of participants gained a valuable insight into presentation skills and also demonstrated their enthusiasm by presenting their experience at universities, institutes and clinics.

One of the important skills to develop is scientific communication skills, communication is very important in everyday life. This research aims to determine the effect of the guided inquiry learning model on the scientific communication skills of class VII students at SMPN 1 Gempol, Pasuruan Regency. This research is a quasi-experiment conducted with a posttest-only design. The research sample was class VII D students as the experimental class and class VII C students as the control class with each class having 32 students. In this study, environmental pollution material was used in the experimental class, which was treated using the guided inquiry learning model, while the control class used the learning model commonly used by teachers at the school. The results of the research show that there are significant differences in value and influence in the guided inquiry learning model on written and oral scientific communication skills. Highlights: Guided Inquiry Impact: Examines effect on scientific communication skills. Quasi-Experiment Framework: Utilizes posttest-only design for structured assessment. Written and Oral Proficiency: Highlights impact on both communication modes. Keywords: Guided Inquiry, Written Communication Skills, Oral Communication Skills

Few standardized assessments exist for evaluating medical students' oral Spanish communication with patients. Educators in Medical Spanish need practical, accessible tools. We designed and implemented a standardized clinical case-based assessment to evaluate students' oral Spanish communication skills upon course conclusion. The students enrolled in the Intermediate and Advanced Medical Spanish courses during the Fall 2021 term were included. Students participated in a standardized clinical case-based assessment with a standardized patient. The students' performance was evaluated using scoring of a binary checklist focused on 20 key components of the medical interview in Spanish, and 2 formative feedback items about their Spanish language skills. Twenty-eight students participated in the educational activity, including 13 from the Intermediate and 15 from the Advanced Medical Spanish courses. Of the participants, 43% (n = 12) were female, 89% (n = 25) were medical students and 11% (n = 3) were dental students, and 78% (n = 22) were first-year students at Harvard Medical School. Overall, students in both the Intermediate and Advanced levels achieved high aggregate performance scores, at or above 80%. Mean scores differed between the two groups (p = .0001). The standardized clinical case-based assessment effectively evaluated students' communication skills upon completing the longitudinal Medical Spanish course. It helped students ask key medical history questions in Spanish. Our curriculum offers a standardized patient case as a model for other instructors to assess oral medical Spanish communication skills.

This study empirically examines a model for improving the oral communication skills of business students. First, the researchers worked to identify the elements of effective oral communication in a business setting, and to enumerate the related oral communication skills that potential employers hope to find in new employees. Next we endeavored to gauge the degree to which an intensive program of instruction in oral communication within an existing business course can improve these skills and abilities among college seniors. The study utilized a pre/post test quasi-experimental design and provides evidence that by redesigning one of the senior level business courses to include an intense oral communications element it is possible to improve a student's oral communication skills.

A mismatch remains between the skills employers seek in new hires and the skills applicants possess. This study encompassed an evaluation of the impacts of the Quality Enhancement Program on students’ work readiness competencies, including oral, written, and digital communication skills, at Nunez Community College. The Quality Enhancement Program initiative involved embedding Conover Workplace Readiness® online training modules into English and communication courses to enhance professional skills. A non-experimental pre-post evaluation was used to investigate whether students’ oral, written, and digital communication skills were improved after participation in the Quality Enhancement Program coursework. Data were analyzed using (a) pre- and post-implementation grades, (b) rubric scores, (c) student survey scores, and (d) faculty survey scores. The evidence showed significant improvement in students’ oral, written, and digital communication skills after participation in Quality Enhancement Program courses, workshops, and modules, resulting in improved employability skills. Whereas students expressed confidence in their improved communication skills, teachers were more cautious about the extent of the gains. Although localized, this study has implications for addressing community college students’ work readiness globally, given worldwide skills gap concerns.

In today's technological market, job candidates must possess technical and communication skills to acquire a desired position. Computer science programs, for the most part, provide the technological training, but are inconsistent in teaching students all the necessary communication skills. In many computer science curricula faculty members realizing the importance of improving writing ability have incorporated writing intensive courses. However, many computer science curricula neglect oral communication, largely because of the amount of class time needed to make presentations. Several gaps exist between computer science curricula and business world reality. Computer science curricula must teach students to listen and express themselves clearly, since getting the maximum utilization of an information resource requires contact with the user community. This is not to say that educators have ignored industry requests. The emerging trend in computer science curricula is to stress written and oral communication skills. This article discusses the importance of incorporating speaking intensive courses into computer science programs. In addition, this article reviews two courses that have included speeches and presentations. Finally it presents a new way to grade oral communication.

It has been claimed that ‘no individual’s linguistic repertoire is perfect’ (Maleki 2007, as cited in (Hmaid, 2014)). Both indigenous and non-native participants of any community frequently encounter obstacles, relying on restricted verbal tools to convey their intention. Communication strategies are the methods through which speakers seek to bridge the barrier amongst all individuals who wish to convey and the instantly accessible language assets. The significance of English cannot be overstated. Paragraph fragmentation, run-on phrases, and general topic alignment are the major opponents of proper grammar. Communicating is the most fundamental mode of interaction. That is the only fundamental human privilege with the fewest limits and is regarded as extremely essential by the legislation. Currently, fluency in English is practically a must for accomplishment in the globe. This research paper reveals a mixed-method methodology in scrutinizing possible effective modules and types for oral communication skills in the English language. Both quantitative and qualitative approaches were taken into consideration throughout the whole investigation, where the studies of Dhani Ram Sharma, Apisara Sritulanon, Panna Chaturongakul, Thapanee Thammetar, Anne Syomwene, Zhanli Yang, Yaseen Hmaid, JD Singh had a huge impact on the results and discussions of the research. The main obstacles illustrated throughout the research were lack of preparation, lack of spoken English, poor vocabulary, inability to clearly understand native speakers or others speaking this language, and inability to express ideas that were discussed and analyzed with the offered solutions. The following research objectives are being analyzed throughout the investigation: making a significant commitment for persuading instructors & others; developing a conceptual method for instructors; promoting the benefits of communication skills; offering a skill different from conventional learning speaking skills to learning English; examining the efficacy of conversation skills. Examples, strategies, and recommendations illustrated by the authors in the following sections of the research paper underline the importance of oral communication skills both in the teaching environment and in the professional sphere. Furthermore, the analysis of statistics made by Dhani Ram Sharma, stressed the positive impacts of strategies used by them in improving and developing students’ communication skills. Moreover, the results and discussions concerning the revealing of research findings affirm that activities and strategies implemented were successful enough for future professional accomplishments of oral communication skills.

International research findings and anecdotal evidence alike suggest that new accountancy graduates often begin their careers with inadequate oral communication skills. However, there is a lack of well-grounded empirical data concerning precisely what accountancy employers mean by “oral communication” and what specific skills they value most highly. This article describes a research project investigating the importance of 27 oral communication skills for students intending to begin an accountancy career in New Zealand, as perceived by chartered accountancy professionals. It also examines how frequently accountancy employers are finding these desired skills in new graduates. The findings reported in this study offer important guidance concerning the oral communication skills that new graduates will find most useful in the New Zealand accountancy workplace and suggest useful directions for accountancy students internationally.

This study into the perceived importance of oral communication skills in accountancy included the collection and analysis of quantitative and qualitative data from a national survey of New Zealand accountants, followed by a series of semi-structured interviews. Survey and interview data reveal agreement with existing literature: New Zealand accountancy employers find all oral communication skills somewhat important and a number of specific skills extremely important, but employers also report seldom finding the required level of oral communication proficiency in new university graduates. The study produced an inventory of 27 individual oral communication skills that will be useful to similar investigations in different national contexts. Additionally, the findings of this study may be useful to curricular development both in the New Zealand and international contexts.

Linguists are explicitly divided on code switching's (CS hereinafter) effect on the oral communication skills of English language learners. Some studies asserted that CS is beneficial (positive) while others criticized its negative impact on the target language (TL hereinafter) proficiency in communication skills. This study examined the influence of CS strategy on the oral communication skills of bilingual Cebuano-Visayan Senior High School students of the University of Cebu - Banilad, Cebu City, Philippines. This serves to bridge the ongoing debate and as a recent contributing perspective on the CS phenomenon, especially the English and Cebuano-Visayan language pair not yet explored in a conversational analysis in a new dialectal context (locale). Employing a case study design with 9 participants for data saturation, real-life conversations of students and teachers in English classrooms were audio-recorded for one month, and triangulated with interviews and observations. Thematic and conversational analysis then ensued which yielded the finding that CS adversely affects the students' oral communication skills in the areas of morphology, phonology, and syntax but positively facilitates the strategic competence of the bilingual oral communicators. CS, therefore, has a polar influence (both positive and negative) on the student’s oral communication skills.

DESCRIPTION The communication demands expected of today’s engineers and information technology professionals immersed in multicultural global enterprises are unsurpassed. New Media Communication Skills for Engineers and IT Professionals: Trans-National and Trans-Cultural Demands provides new and experienced practitioners, academics, employers, researchers, and students with international examples of best practices in new, as well as traditional, communication skills in increasingly trans-cultural, digitalized, hypertext environments. This book will be a valuable addition to the existing literature and resources in communication skills in both organizational and higher educational settings, giving readers comprehensive insights into the proficient use of a broad range of communication critical for effective professional participation in the globalized and digitized communication environments that characterize current engineering and IT workplaces. The communication demands expected of today’s engineers and information technology (IT) professionals immersed in multicultural global enterprises are unsurpassed. Effective workplace and professional participation does not merely ask but demands proficiency in varied multi-media rich communication skills. Global industries, markets, and professional organisations require graduates who, in order to be work ready, need to be equipped with excellent written and oral communications skills, to be multi-literate in various digital, verbal and written modes of communication, as a baseline rather than optional extra capability. Trans-cultural multi-modal communication skills, now imbued with immense significance, are allied as a powerful and crucial determinant capability highly sought in trans-national and trans-cultural workplaces and professional communities. In the highly multicultural universities and colleges, the development of these skills among both faculty and students also has a direct impact on student learning outcomes as well as on the overall quality and content of educational programs. The acquisition of expertise in transcultural, multi-modal communication skills will greatly enhance the ability of students to apply and transfer their learning into their professional practices in increasingly globalised and demanding workplace settings. However, research indicates a paucity of literature on the types of communication skills increasingly demanded and practiced in 21st century engineering and technology workplaces. Moreover, most of the literature on communication skills that is available is generic in nature, and by aiming at the higher education sector in general, ignores the specific requirements and contexts of the engineering and IT communities of practice. These points to the urgent need to close the performance gap in basic, let alone more sophisticated and technologically enabled communication skills for the engineering and IT professions. Therefore, current evidence points to a distinct need for a comprehensive resource for the learning of traditional as well as new 21st Century, new paradigm digital and trans-cultural communication skills in both workplace and educational settings in engineering and Information Technology. PREFACE The overall objective of this book is to provide a comprehensive resource for new and experienced professionals, as well as students and faculties/academics. All are stakeholders who have to come to grips with new communicative practices in increasingly trans-national, trans-cultural, and digitally-rich contexts. In doing so, the book aims to provide new and experienced practitioners, academics, employers, researchers, and students with international examples of best practices in new as well as traditional communication skills in increasingly trans-cultural, digitalised, hypertext environments. The book consists of 11 scholarly chapter contributions on diverse issues and trends in new media communication skills for engineers and IT professionals. This book will be a valuable addition to the existing literature and resources in communication skills in both organizational and higher educational settings. The book intends to incorporate the views of a wide range of stakeholders: practitioners, professionals, academics, and students. The intention is to give readers comprehensive insights into the proficient use of a broad range of communication skills and tools critical for effective professional participation in the globalised and digitised communication environments that characterise current engineering and IT workplaces.

Speaking anxiety has been recognized as a significant factor affecting students’ oral communication performance in academic settings. This study investigated the relationship between speaking anxiety, coping strategies, and oral communication performance among college students at a state-funded higher education institution in Dumingag, Zamboanga del Sur, during the 2025-2026 academic year. Employing a descriptive-correlational research design, the study involved 120 respondents selected through stratified random sampling. Data was collected using adapted questionnaires and analyzed using Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Regression Analysis. Findings revealed that students generally experienced high levels of speaking anxiety, particularly in communication apprehension, oral recitation anxiety, and fear of negative evaluation. Students were found to employ coping strategies overall at an effective level, with positive thinking rated highly effective, while preparation strategies, relaxation techniques, and avoidance/withdrawal were also effective. Despite experiencing high anxiety, students maintained good oral communication performance in fluency, coherence, pronunciation, grammar, vocabulary, and confidence. No significant relationship was found between speaking anxiety and oral communication performance. Among coping strategies, avoidance/withdrawal demonstrated a significant negative relationship with oral communication performance. It emerged as a significant negative predictor, indicating that students who relied on avoidance behaviors performed lower in speaking tasks. The study recommends implementing targeted workshops, scaffolded speaking activities, structured guidance on coping strategies, and supportive classroom environments to enhance students’ oral communication skills, reduce maladaptive coping behaviors, and build confidence in speaking.

Practice teaching is the culmination of the teacher education program where student teachers apply learned content knowledge and pedagogical skills in real classroom teaching. The purpose of this paper is to present the perceived oral communication needs of student teachers during their practice teaching. Survey questionnaire, classroom observations and focused group discussions were used to collect the needed data. It was found that student teachers’ oral communication skills in English fall short and need to be enhanced to cope with the demands of the teaching profession. Likewise, it was noted that the need to have a special kind of English class for pre-service teachers is very much needed to help them in their practice teaching since the medium of instruction used in class is English. Furthermore, the kind of English they need for classroom communication is also very specific for classroom interactions. The findings serve as basis in designing a module that can be used in remedial class in English for Pre-Service Teachers to respond to their communicative needs in the classroom.

ملخص عربى : يهدف هذا البحث لتاکيد فاعليه الانشطه الترفيهيه لتنميه مهارات التواصل الشفوي في اللغه الفرنسيه ولتحقيق هذه الهدف قامت الباحثه باستخدام ثلاث ادوات قائمه: مهارات لتحديد مهارات التواصل الشفوي الضروريه لتلاميذ عينه البحث واختبار وبطاقه ملاحظه لتقويم مهارات التواصل الشفوي واقتصرت عينه البحث علي 30 تلميذ م الصف الخامس الابتدائي بالمدارس الرسميه المتميزه للغات بالسنبلاوين بالدقهليهوقامت هذه العينه بدراسه الوحده المقترحه القائمه علي الانشطه الترفيهيهواکدت نتائج البحث علي وجود فاعليه للوحده المقترحه القائمه علي الانشطه الترفيهيه لتنميه مهارات التواصل الشفوي لدي تلاميذ الصف الخامس الابتدائي بالمدارس الرسميه المتميزه للغات ملخص انجليزى : This research aimed to verify the effectiveness of edutainment activities to develop some skills of oral communication in French. To achieve this goal, the researcher developed three tools: a questionnaire designed to determine the oral communication skills needed by the students in the research sample, a test and an assessment grid of the oral communication skills. The research sample included a group of 30 students in grade five at the distinguished language schools at Sinbellawin in the Governorate of Al - Dakahlia. This sample studied the proposed unit according to the play activities. The results of this research have shown that there is an effectiveness of the proposed unit based on edutainment activities to develop the skills of oral communication among students from the fifth grade to the language schools.