Thematische Bibliographien / Oral communication / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Oral communication“

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Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 31. Juli 2024

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1

Gilioli, Gianni, und Vilma Venturini. „Oral communication“. Bolletino di zoologia 61, sup001 (Januar 1994): 77. http://dx.doi.org/10.1080/11250009409356025.

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Galeotti, Paolo. „Oral communication“. Bolletino di zoologia 61, sup001 (Januar 1994): 77. http://dx.doi.org/10.1080/11250009409356026.

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Venuto, Vincenzo, und Renato Massa. „Oral communication“. Bolletino di zoologia 61, sup001 (Januar 1994): 78. http://dx.doi.org/10.1080/11250009409356027.

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Cuomo, Vincenzo, und Maria Antonietta De Salvia. „Oral communication“. Bolletino di zoologia 61, sup001 (Januar 1994): 78. http://dx.doi.org/10.1080/11250009409356028.

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Lucherini, Mauro, und Costanza Riccardi. „Oral communication“. Bolletino di zoologia 61, sup001 (Januar 1994): 79. http://dx.doi.org/10.1080/11250009409356029.

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Borsani, Junio Fabrizio, und Gianni Pavan. „Oral communication“. Bolletino di zoologia 61, sup001 (Januar 1994): 79. http://dx.doi.org/10.1080/11250009409356030.

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Prabavathi, R., und P. C. Nagasubramani. „Effective oral and written communication“. Journal of Applied and Advanced Research 3, S1 (10.05.2018): 29. http://dx.doi.org/10.21839/jaar.2018.v3is1.164.

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People communicate using different methods such as sending an email, talking on the phone and placing print advertisements in specific places. Communication is the process of sending and receiving messages between two people, a person and a group or a group to a group. Written and oral communication is used daily in meetings, lecture halls and exams. Written and oral communication are unique in that each word used must have specific purpose, otherwise it can lead to misunderstandings. Over 70% of our time is spent communicating with others, and that’s the one interaction every person must do. Everyone must communicate their needs and ideas. Every organization must communicate its products and services. Unfortunately, many people have trouble in this area. Some just don’t have the professional impact they need to get ahead in today’s corporate world. Communication is technically defined as the process in which information is enclosed in a package and imparted from the sender to the receiver through a medium. Communication can be of many types and can be summarized in short as WOVEN, i.e. Written, Oral, Verbal, Electronic and Non-Verbal. Oral and written forms of communication are the most common and frequently used forms of communication. This article is a consolidation of details so as to help you understand in detail about oral and written forms of communication.
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Abraham, Elyse K., und Uta M. Quasthoff. „Aspects of Oral Communication“. Language 72, Nr. 3 (September 1996): 671. http://dx.doi.org/10.2307/416317.

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Charles, Mirjaliisa. „Europe: Oral Business Communication“. Business Communication Quarterly 61, Nr. 3 (September 1998): 85–93. http://dx.doi.org/10.1177/108056999806100312.

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Kolenbrander, Paul E., Roxanna N. Andersen, David S. Blehert, Paul G. Egland, Jamie S. Foster und Robert J. Palmer. „Communication among Oral Bacteria“. Microbiology and Molecular Biology Reviews 66, Nr. 3 (September 2002): 486–505. http://dx.doi.org/10.1128/mmbr.66.3.486-505.2002.

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SUMMARY Human oral bacteria interact with their environment by attaching to surfaces and establishing mixed-species communities. As each bacterial cell attaches, it forms a new surface to which other cells can adhere. Adherence and community development are spatiotemporal; such order requires communication. The discovery of soluble signals, such as autoinducer-2, that may be exchanged within multispecies communities to convey information between organisms has emerged as a new research direction. Direct-contact signals, such as adhesins and receptors, that elicit changes in gene expression after cell-cell contact and biofilm growth are also an active research area. Considering that the majority of oral bacteria are organized in dense three-dimensional biofilms on teeth, confocal microscopy and fluorescently labeled probes provide valuable approaches for investigating the architecture of these organized communities in situ. Oral biofilms are readily accessible to microbiologists and are excellent model systems for studies of microbial communication. One attractive model system is a saliva-coated flowcell with oral bacterial biofilms growing on saliva as the sole nutrient source; an intergeneric mutualism is discussed. Several oral bacterial species are amenable to genetic manipulation for molecular characterization of communication both among bacteria and between bacteria and the host. A successful search for genes critical for mixed-species community organization will be accomplished only when it is conducted with mixed-species communities.
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Clawson, Sheila. „Visual/Oral Communication Activity“. Speech Communication Teacher 3, Nr. 1 (30.11.1988): 5. http://dx.doi.org/10.1080/29945054.1988.12289110.

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Cavanagh, Thomas M., Christopher Leeds und Janet M. Peters. „Increasing Oral Communication Self-Efficacy Improves Oral Communication and General Academic Performance“. Business and Professional Communication Quarterly 82, Nr. 4 (19.06.2019): 440–57. http://dx.doi.org/10.1177/2329490619853242.

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In order for students to effectively transfer oral communication skills from academic to professional settings, they must have high oral communication self-efficacy. We significantly increased oral communication self-efficacy in a sample of 97 undergraduate business majors by incorporating enactive mastery, vicarious experience, verbal persuasion, and physiological arousal into a business communication course. Self-efficacy was positively and significantly correlated with course performance, and increases in self-efficacy were positively and significantly correlated with changes in overall grade point average. By targeting self-efficacy, instructors can improve students’ oral communication skills and help them transfer these skills from academic to professional settings.
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Fordham, David R., und Alexander L. Gabbin. „Skills Versus Apprehension: Empirical Euidence on Oral Communication“. Business Communication Quarterly 59, Nr. 3 (September 1996): 88–97. http://dx.doi.org/10.1177/108056999605900314.

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Regardless of their oral communication ability, students must be willing to use their communication skills to be successful in business professions. A pro gram of study that addresses communication skills may not satisfactorily address the apprehension students may feel about communicating. In this study we administered the Personal Report of Communication Appreliension (PRCA) to 84 accounting seniors at an institution whose curriculum requires significant communication skills training and practice. We conclude that busi ness educators must pay special attention to communication apprehension separate from, and in addition to, communication skills.
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Danu, Nikita, und Ritu Mittal Gupta. „ORAL COMMUNICATION APPREHENSION AMONG POSTGRADUATE STUDENTS“. Gujarat Journal of Extension Education 37, Nr. 2 (25.06.2024): 47–52. http://dx.doi.org/10.56572/gjoee.2024.37.2.0009.

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The communication apprehension is the anxiety or fear experienced by an individual before or during communicating and is one of the major barriers in communication among youth in their academics and professional growth. Therefore, the present study was conducted to study communication apprehension among postgraduate students of Punjab in English language. Data was collected through questionnaire from 200 postgraduate students drawn from four oldest and well-established universities of Punjab state. It was found that majority of students had moderate level of oral communication apprehension (OCA) in English. Further, it was found that majority of respondents had moderate level followed by low level and high level of apprehension during group discussions, interpersonal conversations and public speaking whereas in meetings most of the students had moderate level followed by high level and low level of apprehension. It was also found that on the average, students were most apprehensive in meetings followed by public speaking, interpersonal conversations and group discussions. As the communication apprehension restricts the overall growth of the studentshence, it is recommended that more communication opportunities should be provided to students and focus should be laid upon the overall development of student's personality in order to decrease their apprehension.
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Amiri, Fatemeh, und Marlia Puteh. „Oral Communication Apprehension among International Doctoral Students“. English Language Teaching 11, Nr. 2 (22.01.2018): 164. http://dx.doi.org/10.5539/elt.v11n2p164.

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Communication apprehension has been identified as a major factor which inhibits an individual’s willingness to communicate and his/her ability to develop effective communication skills. While many prior studies have investigated oral communication apprehension among undergraduate students, there has been little research exploring this phenomenon among doctoral students. This study applied qualitative methodology via observation and interviews. The research subjects were international doctoral students from several Malaysian universities. The experiences of the students in communicating with examination panel during academic presentations (e.g. proposal and viva) are analysed and the factors contributing to their oral CA are explored.
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Rona Merita und Sony Eko Adisaputro. „Knowing Communication Strategy for Better Communication“. J-KIs: Jurnal Komunikasi Islam 2, Nr. 2 (31.12.2021): 137–46. http://dx.doi.org/10.53429/j-kis.v2i2.336.

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Nowadays, the importance of communication is undeniable. In oral communication, the learners employ speaking skills which requires the mastery of communication strategies in order to solve the communication problems which they found during oral communication and to get across the communicative goals to the interlocutors. Unfortunately, speaking is still considered one of the most difficult skills to be acquired by English language learners. English learners need more practices and also strategies in communication. In addition, communication ability also influenced by some factors such as target language proficiency, learning and communicating contexts, task types, gender differences and learners’ personality. Driven by this condition, this paper is aimed to discuss theoretical framework about communication strategies and its development since firstly proposed by Tarone (1977). This paper is beneficial for English language practitioner and English language learners, ELT researcher as well.
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Сотирова, Мая. „Development of Primary Students’ Dialogic Oral Communication Skills“. Rhetoric and Communications, Nr. 56 (30.07.2023): 69–80. http://dx.doi.org/10.55206/dudq6184.

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Abstract: The main goal of the study of Bulgarian language and literature in the initial stage of primary education is the mastery of the key competence related to communication in the Bulgarian language. The subject of research in the article is the communicative competence of students of primary school age and, more specifically, the skills of dialogical oral communication. An analysis of the curricula for Bulgarian language and literature from grades 1 to 4 (general education), which are published on the website of the Ministry of Education and Science, was performed. Scientific publications related to the methodology of teaching Bulgarian language, oral speech, oral communication, dialogue, oral dialogic etiquette communication were studied. The aim is to outline the place of these skills in the complex of competencies mastered by students, to highlight some features in the development of dialogic oral communication skills. On this basis, specific methodological guidelines adequate to the goals of modern language teaching and the communicative needs of modern students are derived. Keywords: communicative competence, dialogical oral communication, primary school age. Rhetoric and Communications Journal, issue 56, July 2023
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Schmidt-Wilk, Jane. „Oral Communication Skills for Managers“. Management Teaching Review 6, Nr. 4 (21.10.2021): 296–97. http://dx.doi.org/10.1177/23792981211049667.

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Andreeva, Svetlana Vladimirovna. „Sound Gestures in Oral Communication“. Izvestiya of Saratov University. New Series. Series: Philology. Journalism 12, Nr. 2 (2012): 19–23. http://dx.doi.org/10.18500/1817-7115-2012-12-2-19-23.

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Bose, Aditi, und H. N. Santosh. „Interspecies communication in oral biofilm“. Journal of Advanced Clinical & Research Insights 5, Nr. 6 (2018): 196–99. http://dx.doi.org/10.15713/ins.jcri.243.

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Skachkova, Irina Ivanovna. „LANGUAGE IDEOLOGY AND ORAL COMMUNICATION“. V mire nauchnykh otkrytiy, Nr. 9.2 (01.12.2014): 934. http://dx.doi.org/10.12731/wsd-2014-9.2-19.

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Otegen, A. N. „IMPORTANCE OF ORAL COMMUNICATION TODAY“. Statistika, učet i audit 87, Nr. 4 (14.12.2022): 72–76. http://dx.doi.org/10.51579/1563-2415.2022-4.07.

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Spеаking is a crucial part of second language learning and teaching. Throughout the lives of the individuаls, one needs to acknowledge the meaning and significance of public-speaking skills. These are put into practice in the personal and professional lives of individuals. When individuals аre putting еmphasis on lеading to reinforcement of these skills, they nееd to be well-versed in terms of various factors, i.e. possessing adequate information in terms of subjects and concepts; leading to an increase in confidence levels; speaking clearly and fluently; mаking use of common language as the аudience; making provision of factual information and overcoming the feelings of apprehensiveness аnd vulnerability.
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Hajiyeva, Ilhama. „Oral and written communication skills“. Linguistic researches, Nr. 01 (2024): 187. http://dx.doi.org/10.59849/2664-5432.2024.1.187.

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Nurramadhani, Annisa, Riandi Riandi, Anna Permanasari und Irma Rahma Suwarma. „STEM Learning: The Way to Construct Undergraduate Students’ Oral Communications Skills in Science Learning“. IJIS Edu : Indonesian Journal of Integrated Science Education 5, Nr. 2 (07.07.2023): 82. http://dx.doi.org/10.29300/ijisedu.v5i2.11028.

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Communication skills are one of the skills that a person must have when entering the world of work. The workforce in a company that lacks mastering 21st century skills will be at a disadvantage to compete globally, and will have difficulty in dealing with challenges that arise along with the with the development of science and technology. So, in higher education such as university, the curriculum, course, and learning should provide the activities that could improve and construct students’ communications skills. STEM is one of the learning approaches that could help to construct students’ communication skills. Research objective is to investigate how is the development of oral science communications skills of undergraduate students in Environmental learning by using STEM learning approaches. The method of this research is qualitative research by the data taken from observation and teaching learning video recording transcriptions. The transcription is coded by the assessment of science communication rubrics adapted from Baltimore University for oral science communication. The data are taken from students’ presentation activities in environmental courses. This research result shows that responsiveness indicators is 88,3%, multimedia supported as technology skills is 83,3%, and conclusions indicators is 50,0%. It could be concluded that STEM learning approaches could be constructed students’ oral communications skills. Responsiveness and multimedia support of oral communications skills indicators are outperformed than conclusion as the least performed of oral communications skills.
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Fahrizandi, Fahrizandi, und Tiara Al Dhera. „Komunikasi Lisan Dengan Tatap Muka Dalam Era Teknologi Komunikasi Organisasi Di Perpustakaan IAIN Pontianak“. Tik Ilmeu : Jurnal Ilmu Perpustakaan dan Informasi 6, Nr. 1 (07.06.2022): 63. http://dx.doi.org/10.29240/tik.v6i1.4071.

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Despite the rapid development of the quantity of devices and the quality of multifunctional communication media technology, it is not yet strong enough to completely replace the advantages possessed by face-to-face oral communication. This article aims to describe face-to-face oral communication in the era of organizational communication technology at the IAIN Pontianak Library. This study uses a descriptive qualitative approach, technical data collection using interviews, observation, and documentation. The results of the research findings are first, face-to-face oral communication applied at the IAIN Pontianak Library aims to convey information, regulations, and stimuli for work that takes place every day according to the situation in the library environment with formal and non-formal communication between the head of the library, coordinator and library staff. Second, the supporting factors for face-to-face oral communication are close space, feel more comfortable, have a sense of kinship, and establish friendship. Third, the inhibiting factors of face-to-face oral communication include being out of place, difficulty managing time, and language difficulties when communicating orally.
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Landa, Mark, Patricia A. Porter, Margaret Grant und Mary Draper. „Communicating Effectively in English: Oral Communication for Non-Native Speakers“. Modern Language Journal 70, Nr. 1 (1986): 90. http://dx.doi.org/10.2307/328108.

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McGill. „Short communication“. Clinical Oral Implants Research 13, Nr. 5 (Oktober 2002): 453–54. http://dx.doi.org/10.1034/j.1600-0501.2002.130501.x.

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Vasak, Christoph, Robert Fiederer und Georg Watzek. „EAO Communication.“ Clinical Oral Implants Research 18, Nr. 5 (Oktober 2007): xiii—xx. http://dx.doi.org/10.1111/j.1600-0501.2007.01499.x.

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Connell, Sherry Humphrey, und George A. Borden. „Incorporating treatment for communication apprehension into oral communication courses“. Communication Education 36, Nr. 1 (Januar 1987): 56–61. http://dx.doi.org/10.1080/03634528709378642.

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Idrus, Hairuzila. „Can Oral Communication Strategies Help Improve Oral Presentation Skills?“ Advanced Science Letters 23, Nr. 8 (01.08.2017): 7682–85. http://dx.doi.org/10.1166/asl.2017.9552.

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Manuaba, Ida Bagus Putera, I. Ketut Sudewa und Edi Setijowati. „Oral communication in literary communities in east java“. South Florida Journal of Development 3, Nr. 5 (02.09.2022): 5785–90. http://dx.doi.org/10.46932/sfjdv3n5-005.

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The Indonesian literary community in East Java has experienced very rapid development. Especially in recent developments, the literary community continues to grow and increase in the East Java region--and at the same time develops literary publishing institutions. In this community, interactions between members of the writer are mixed between junior and senior writers. They interact with each other, in their respective communities. This article, in particular, aims to express the style of oral communication that occurs between senior writers and junior writers. The material objects chosen as representatives (corpus) in this article are two literary communities, namely: Komunitas Arek Japan (Mojokerto) and Komunitas Sastra Lingkar Timur Tanah Kapur (Ngawi). The method used is the method of communication, with oral communication theory, and a qualitative descriptive approach. From the research conducted, it was found that oral communication used in communication interactions between junior and senior writers was equality communication, which did not distinguish between ways of communication between junior writers and senior writers. In communicating, they are not limited because they are young and old, but they prioritize intimacy, intimacy, and fluency in creativity. There is no level of language in oral communication when interacting in a community.
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Loureiro, Marlene, Norberto Loureiro und Rui Silva. „Differences of Gender in Oral and Written Communication Apprehension of University Students“. Education Sciences 10, Nr. 12 (14.12.2020): 379. http://dx.doi.org/10.3390/educsci10120379.

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Oral and written skills are increasingly considered to be essential tools in the job market for the success of any worker, and are thus called soft skills. Nevertheless, most graduates who enter the labor market experience difficulties in the apprehension of communication, not only with regard to writing, but also in oral communication. These difficulties are also noticeable in the classroom, for instance when students need to participate by expressing their doubts when they have to present research work within the curricular units they attend, or when they have to write their answers in assessment tests. In this paper, we explore the communication skills of students from different graduate degrees (n = 345) in order to understand how they prepare for oral and written communication. We made use of the Personal Report of Communication Apprehension (PRCA), validated by McCroskey, Beatty, Kearney, and Plax (1985), in order to understand students’ oral communication apprehension. To understand the levels of written communication apprehension, we applied the Daly–Miller Writing Apprehension Test (DMWA). We thus analyzed the communicational skills and the communication apprehension of students from social and human sciences courses in order to understand how they prepare for oral and writing communication, and whether there were differences between genders and between different graduate courses regarding communication apprehension. The main results of this research confirm that the students experienced difficulties with and fear of communication, especially for oral communication. Furthermore, the results indicate that female students showed more significant levels of anxiety with regard to oral and written communication than male students. This exploratory study also makes it possible to distinguish areas of communication apprehension according to the different genders, and even with regard to the degree courses students belonged to.
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Mustafa, Siti Ezaleila, Nor Zaliza Sarmiti, Zamros Yuzadi Mohd Yusof, Nor Azlida Mohd Nor und Mariani Md Nor. „WhatsApp and Health Communication“. International Journal of E-Health and Medical Communications 13, Nr. 1 (01.01.2022): 1–13. http://dx.doi.org/10.4018/ijehmc.315127.

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Little is known about the use of WhatsApp in promoting oral health among parents or caregivers. Therefore, the survey examined the impact of social media in disseminating health infographic messages in supporting children's oral health from the parent's perspective. The group of respondents read or saw posts or messages related to health education through Facebook (n=85, 31.9%), WhatsApp (n=68, 25.2%), and YouTube (n=61, 22.6%). There was a significant difference before and after the infographics were sent to the respondent, and it was found to be statistically significant (P-value <0.001). As a social media platform for oral health education purposes, WhatsApp appeared to improve parents' knowledge and behaviors towards their children's oral health. Most respondents perceived WhatsApp to be beneficial. Knowing how people use social media now could help health communication efforts be more effective and equitable.
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Quilligana Salazar, Darnely Geordana, Joselyn Mishell Chimbolema Tierra, Pablo Andres Saeteros Guevara und Javier Estuardo Sánchez Sánchez. „Surgical treatment of oral-oral communication after root canal therapy“. Interamerican Journal of Health Sciences 4 (22.07.2024): 88. http://dx.doi.org/10.59471/ijhsc202488.

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Buco-Sinusal (CBS) communication is abnormal continuity between maxillary sinus and oral cavity, to differentiate communication between nasal cavities and oral cavity (nasosinusal communication). Most of the time, this communication can be closed on its own, however, persistence creates a fistula that will lead to CBS closing surgery. The maxillary sinus is a pneumatized cavity (filled with air by nostrils) excavated in the maxillary bone, present from birth unlike other breasts, which grows to 15 years, in the form of a pyramid with a side tip. An incomplete septum may be present within the maxillary bosom in 2.4% of cases. It communicates with the nasal pit through its natural drainage or ostium hole located at the intersinusonasal septum level. The jaw bone only constitutes all the walls of the maxillary sinus except the intersinusonasal septum that shares with the lower cornete, the ethmoidal bone, the palatine bone, the tear bone. The floor of the maxillary sinus constitutes the bone of the upper gum. The teeth qualified as sinus teeth are the upper premolars and molar because their roots are implanted in the maxillary bone and can be in close contact with the cavities of the maxillary sinus or even completely in the breast (antral). In addition, oral sinus communication (BSC) is abnormal communication between a maxillary sinus and oral cavity.
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Yang, Lyu Shu, und Li Xuan. „Enhancing Oral Communication through Live Streaming: Exploring Opportunities and Challenges“. International Journal of Scientific and Management Research 06, Nr. 07 (2023): 107–23. http://dx.doi.org/10.37502/ijsmr.2023.6707.

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This study evaluates live streaming's effects on spoken conversations. After discussing voice communication's relevance in numerous situations, live streaming is studied. Study live broadcasting's impact on spoken communication. This research evaluates live-streamed spoken communication. Surveys, interviews, and relevant literature accomplished this. Livestream viewers and participants were assessed about spoken communication interest and usage. The research indicated live streaming enhances speech. Engagement, responsiveness, and dispersion increased. Global citizens can speak. Technology, privacy, and nonverbal communication are issues. These are concerns. Livestreaming spoken dialogue was advised. Streaming media is trustworthy and straightforward. Interactivity, standards, and communication best practices are covered here. Researching certain places and demographics may help explain live streaming's influence on speech. This research reveals how live broadcasting influences speech. Livestreaming's benefits and downsides. Live broadcasting helps businesses and people. Understanding this new media may boost communication skills and help organizations meet their communication goals. This approach benefits both.
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Dinică, Răzvan C. „Non-verbal Communication - Indispensable Complement of Oral and Written Communication“. Procedia - Social and Behavioral Sciences 137 (Juli 2014): 105–11. http://dx.doi.org/10.1016/j.sbspro.2014.05.260.

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Isabelli-García, Christina L. „Development of Oral Communication Skills Abroad“. Frontiers: The Interdisciplinary Journal of Study Abroad 9, Nr. 1 (15.08.2003): 149–73. http://dx.doi.org/10.36366/frontiers.v9i1.119.

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This study examines the impact of a semester study abroad experience in Argentina on the second language acquisition of three American university Spanish learners. The goal is to measure development of two aspects of oral communication skills: fluency and performance in the oral functions of narration, and description and supporting an opinion.
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Abarquez, Adrian M. „Pronunciation Mobile Application for Oral Communication“. International Journal of English Language Studies 3, Nr. 2 (27.02.2021): 01–09. http://dx.doi.org/10.32996/ijels.2021.3.2.1.

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English is a basic prerequisite for people to achieve accomplishments in various fields. In today’s age, students are well-diverse in eclectic mechanisms to enhance one’s English skills. The 21st century learners have embraced the new way of acquiring skills through the combination of internet sources and mobile applications. This research was done at the Advance Institute of Technology (AIT) to assess the efficacy of smartphone pronunciation in oral communication for 10 English. For the control and experimental classes, a quasi-experimental design was used. There were 42 students as subjects in the study. The students answered a twenty-five (25) item oral production questionnaire as a research instrument. Using the required statistical instrument, based on the result of the analysis, the control group had a very good performance on the pretest while a bigger proportion of the experimental group also performs the same while there was one who performed excellently. Hence, with today’s young learners who are digital savvy, oral literary skills are best improved when English teachers make use of the most utilized and enjoyed simulations for visual and auditory to enhance pronunciation skill development.
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Kawakami, Hiroshi, und William Littlewood. „Teaching Oral Communication: A Methodological Framework“. TESOL Quarterly 28, Nr. 4 (1994): 829. http://dx.doi.org/10.2307/3587575.

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Farrell, Thomas J., und Richard Leo Enos. „Oral and Written Communication: Historical Approaches“. College Composition and Communication 42, Nr. 2 (Mai 1991): 256. http://dx.doi.org/10.2307/358212.

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Arnold, Vanessa Dean. „Source Credibility in Persuasive Oral Communication“. Journal of Education for Business 64, Nr. 1 (Oktober 1988): 43–45. http://dx.doi.org/10.1080/08832323.1988.10772866.

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NAKATANI, YASUO. „Developing an Oral Communication Strategy Inventory“. Modern Language Journal 90, Nr. 2 (Juni 2006): 151–68. http://dx.doi.org/10.1111/j.1540-4781.2006.00390.x.

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Coté, Vianney. „Teaching oral communication in computer science“. ACM SIGCSE Bulletin 19, Nr. 2 (Juni 1987): 58–60. http://dx.doi.org/10.1145/24728.24742.

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Calderbank, Mark, und Muhammad Awwad. „Testing oral communication: Why and how?“ System 16, Nr. 1 (Januar 1988): 49–59. http://dx.doi.org/10.1016/0346-251x(88)90010-3.

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Quigley, Brooke L. „Designing and Grading Oral Communication Assignments“. New Directions for Teaching and Learning 1998, Nr. 74 (1998): 41–49. http://dx.doi.org/10.1002/tl.7404.

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„Oral Communication“. Clinical Oral Implants Research 33, S24 (September 2022): 3–55. http://dx.doi.org/10.1111/clr.13978.

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„Oral Communication“. Neurogastroenterology & Motility 29 (Mai 2017): 5–10. http://dx.doi.org/10.1111/nmo.13084.

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„Oral Communication“. Neurogastroenterology & Motility 31 (Juni 2019): e13626. http://dx.doi.org/10.1111/nmo.13626.

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„Oral Communication.“ Journal of Cardiovascular Electrophysiology 18, s2 (Oktober 2007): S1—S68. http://dx.doi.org/10.1111/j.1540-8167.2007.00933_1.x.

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„Oral Communication“. European Psychiatry 63, S1 (Juli 2020): S3—S44. http://dx.doi.org/10.1192/j.eurpsy.2020.52.

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