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Effectiveness and Characteristics of Programs for Developing Oral Competencies at University: A Systematic Review
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Moreno, Eliana M.; Montilla-Arechabala, Clara; Maldonado, Miguel A. – Cogent Education, 2022
This paper offers a systematic review that follows the PRISMA protocol; its aim is to offer a compendium of intervention programs and strategies that have been developed in the university context for promoting oral competencies and public speaking skills. After a blind pair selection process, 23 studies were included, analyzed in depth, and their…
Descriptors: Program Effectiveness, College Students, Oral Language, Literature Reviews
MOOC Learners' Perspectives of the Effects of Self-Regulated Learning Strategy Intervention on Their Self-Regulation and Speaking Performance
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Cao-Tuong Dinh; Hoang-Yen Phuong – Cogent Education, 2024
The ability to self-regulate learning in Massive Open Online Courses (MOOCs) plays a crucial role in the success of learners. Previous studies indicated the positive impact of self-regulated learning (SRL) strategies on students' learning behaviours and academic outcomes in massive open online courses (MOOCs), yet empirical studies on the impact…
Descriptors: Foreign Countries, College Students, Private Colleges, MOOCs
Teaching Practices for Developing Oral Language Skills in Catalan Schools
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Gràcia, Marta; Vega, Fàtima; Jarque, Sonia; Adam, Ana Luisa; Jarque, Maria Josep – Cogent Education, 2021
This paper describes teachers' practices and their perceptions regarding the teaching and learning of oral language in Catalan schools. We used the Assessment Scale for Oral Language Teaching in School Settings (EVALOE) instrument, created and validated with the aim of assessing teachers' practices for promoting the development of language skills…
Descriptors: Foreign Countries, Elementary School Teachers, Teaching Methods, Oral Language
Exploring the Effects of Argumentation-Based Inquiry in Dual-Language Courses on EFL Students' Oral Presentation Skills and Willingness-to-Communicate
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Ming-Chia Lin – Cogent Education, 2024
The study investigates the effects of the Argumentation-Based Inquiry (ABI) approach in dual-language (DL) courses on oral presentation (OP) skills and willingness-to-communicate (WTC) among EFL high school students. Using a mixed-methods research approach with an embedded design model, the study emphasizes the quantitative approach (QUAN) for an…
Descriptors: Persuasive Discourse, Inquiry, English (Second Language), Second Language Learning