Journal articles on the topic 'Oral communication Evaluation'
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Wang, Zhan. "Optimization and Evaluation of Oral English CAF Based on Artificial Intelligence and Corpus." Security and Communication Networks 2022 (August 29, 2022): 1–10. http://dx.doi.org/10.1155/2022/4649643.
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With the development of the times, the exchanges between countries are increasing. China is becoming a superpower, and the number of international cities is increasing. This requires the communication level of Chinese people to be improved. English, as the second largest communication language in China, should be better understood and studied. This paper makes an in-depth discussion on the optimization and evaluation of oral English CAF based on artificial intelligence and corpus and makes an experimental analysis. The results are as follows: (1) introducing oral English teaching based on artificial intelligence and oral English based on a corpus, so as to deepen the public’s cognition of both and make oral English more deeply rooted in people’s hearts and get attention. (2) Analyzing the algorithms of phoneme errors in spoken English. Errors in spoken English are very common. Algorithms can be used to identify them better. When evaluating spoken English, algorithms are needed to evaluate them more accurately. (3) There are many examples of the benefits of artificial intelligence to oral English teaching. By comparison, it is found that the method of evaluating using artificial intelligence is more accurate, a corpus can improve oral English, and CAF optimization is also of great help to oral English.
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Lee, Lan-Ting, Shu Hui Cheng, Chii-Jeng Lin, Mei Hung Chi, I. Hui Lee, and Yen Kuang Yang. "Communication skills scores of medical students and interview performance 3 years later." Health Education Journal 77, no. 7 (May 10, 2018): 849–54. http://dx.doi.org/10.1177/0017896918770228.
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Objective: Communication skills are important, but the evaluation of these skills in the medical curriculum remains inconsistent. The aim of this study was to explore the relationship between the communication skills scores of junior medical students following curricula with different module evaluations and the clinical interview performance of the same students in a psychiatry department in their fifth year. Design: Prospective evaluation of communication and clinical interview skills. Setting: Medical school and psychiatry department inpatient setting. Method: The communication skills scores of 208 medical students in their second year (between 2009 and 2011) and their performance in interviews with patients in a psychiatry department in their fifth year (between 2012 and 2014) were assessed. Initial assessment was undertaken on the basis of problem-based learning (PBL) performance, evaluation of performance during conversation with patients, a related oral presentation and written report, students’ self-rating and a peer rating. Extra marks were given if students completed an optional special report inspired by the curriculum. To assess the interview performance of fifth-year medical students, the mini-Clinical Evaluation Exercise (mini-CEX) was used, together with weekly case-based discussions and the observation of a clinical interview with a real patient. Results: Tutors’ evaluations of the junior medical students’ performance during role-play ( ρ = .22, p = .001), its related reciprocal assessment ( ρ = .18, p = .010) and an extra-effort task ( ρ = .18, p = .009) as part of the communication skills curriculum were significantly correlated with the students’ later performance in a clinical interview with a patient. Conclusion: Observation of student interactions and motivations along with reciprocal peer evaluations offer better measures of communication skills in medical education than are oral presentations, self-ratings and conversations with real patients.
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Wang, Li-Jyu, and Hung-Fan Chang. "Improve Oral Training." International Journal of Distance Education Technologies 9, no. 3 (July 2011): 56–72. http://dx.doi.org/10.4018/jdet.2011070105.
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The advantages of portfolios come from observing the student learning process and recording feedback. Students utilized their own learning portfolios to do learning assessment and self-correction. The research that has been done in Taiwan has shown that using a portfolio is effective in improving English speaking performances (ESP). The purpose of this study is to apply the portfolios to assess students’ speaking performances. The researcher administered speaking evaluation forms and the PRCA-24 as the instruments. The PRCA-24 was used to assess students’ communication apprehension and was analyzed by t-test. The major findings were summarized. The portfolios were expected to enhance students’ ESP and intended to reduce students’ communication apprehension through self-monitoring their ESP. Finally, this research can provide valuable perspectives on the use of portfolios and self-monitoring, and prompted the expansion and sustainability of English education system.
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Werle, Danielle, and Courtney T. Byrd. "Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter Following Oral Presentations." Language, Speech, and Hearing Services in Schools 53, no. 1 (January 5, 2022): 133–49. http://dx.doi.org/10.1044/2021_lshss-21-00069.
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Purpose: The purpose of this study was to examine the perceptual ratings and performance evaluations of students who do and do not stutter by professors who require oral presentations. Additionally, this study sought to investigate the influence of behaviors related to communication competence on perceptual and evaluative ratings. Method: One hundred fifty-eight college instructors who require oral presentations in their classes participated in this study. Participants viewed one video of four possible randomized conditions: (a) presence of stuttering + low communication competence, (b) absence of stuttering + low communication competence, (c) presence of stuttering + high communication competence, and (d) absence of stuttering + high communication competence. Participants evaluated student performance against a standardized rubric and rated the student along 16 personality traits. Results: Results of separate 2 × 2 analyses of variance revealed professors' view and evaluate students presenting with high communication competence more positively overall, regardless as to whether stuttering is present or not. Significant interactions between fluency (i.e., presence vs. absence of stuttering) and communication competence (i.e., high vs. low) were found for negative personality traits, as well as delivery evaluation scores. The video for which the student stuttered and presented with low communication competence was rated more positively than the video for which the student did not stutter and presented with low communication competence. Conclusions: Professors perceive and evaluate students who stutter differently from their nonstuttering peers, and those ratings are moderated by levels of communication competence. High-communication-competence behaviors improved perceptual and evaluation scores; however, in the presence of low-communication-competence behaviors, professors overcorrect in the form of positive feedback bias, which may have negative long-term academic consequences.
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Dunbar, Norah E., Catherine F. Brooks, and Tara Kubicka-Miller. "Oral Communication Skills in Higher Education: Using a Performance-Based Evaluation Rubric to Assess Communication Skills." Innovative Higher Education 31, no. 2 (July 12, 2006): 115–28. http://dx.doi.org/10.1007/s10755-006-9012-x.
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Mitchell, Alba, John Watts, Robin Whyte, Susan Blatz, Geoffrey R. Norman, Gordon H. Guyatt, Doris Southwell, Mabel Hunsberger, and Bosco Paes. "Evaluation of Graduating Neonatal Nurse Practitioners." Pediatrics 88, no. 4 (October 1, 1991): 789–94. http://dx.doi.org/10.1542/peds.88.4.789.
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To compare the knowledge and problem-solving, communication, and clinical skills of graduating neonatal nurse practitioners (NNPs) and pediatric residents, a cohort study was conducted in a 33-bed tertiary-level neonatal intensive care unit in a 400-bed teaching hospital affiliated with a faculty of health sciences. Participants were all (n = 10) NNP graduates from the first 3 years of the educational program and 13 (87%) of 15 second-year pediatric residents. One hundred multiple-choice questions and 20 radiographic slides were used to test knowledge; a semistructured oral examination tested problem-solving skills; three simulated interactions with parents tested communication skills; and seven simulated procedures tested clinical skills. Graduating NNPs scored similarly to the pediatric residents on the multiple-choice questions (difference –3.4%; 95% confidence interval [CI] around difference –9.7, 2.9), radiographs (difference –1.4%; 95% CI –11.5, 8.7), oral examination (difference 2.8%; 95% CI –11.1, 16.7), communication skills (simulated parents assessment: difference 0.8%; 95% CI –4.2, 5.7; expert observer assessment: difference 5.8%; 95% CI –2.8, 14.3), and clinical skills (difference 7.4%; 95% CI –5.5, 20.2). The NNPs about to graduate from their educational program showed knowledge and problem-solving, communication, and clinical skills equivalent to those of second-year pediatric residents and are thus likely to deliver comparable care in the clinical setting. The results support the adoption of the NNP role.
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Huang, Leping, and Yingfu Zhu. "Cognitive Analysis of Pragmatic Functions of Discourse Markers in Spoken English in the Context of Computational Intelligence." Journal of Environmental and Public Health 2022 (June 26, 2022): 1–6. http://dx.doi.org/10.1155/2022/9883324.
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To improve the level of oral English teaching, improve students’ oral communicative competence (OCA), and promote successful communication with native English speakers, this study studies the pragmatic function of dialogue markers and constructs the cognitive evaluation system of artificial intelligence (AI) by comparing the two cognitive evaluation systems of human subjectivity and knowledge base; in this study, the credibility of human subjective evaluation and the coupling degree of machine objective evaluation are discussed. The key coefficient R2 is obtained by the linear regression method, and the correlation is obtained by the Spearman correlation algorithm. The cognitive effects of knowledge base and AI are verified; the results show that the cognitive analysis system of pragmatic function of discourse markers in oral English based on AI has good teaching value. In the context of AI computing, we can put forward targeted learning methods and learning methods for students according to the amount and accuracy of markers in oral English that students have mastered, so that students can quickly improve the learning quality and the learning effect of oral English markers, which is more conducive to improving students’ oral English level and realizing students’ effective communication.
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Cooper, Lynn O. "WebGrader: An Online Instrument for Evaluation and Assessment of Oral Competency." Communication Teacher 25, no. 1 (January 2011): 68–80. http://dx.doi.org/10.1080/17404622.2010.528005.
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Durante, Princess Gerbie C. "Effectiveness of synchronous and asynchronous online learning delivery in developing oral communication competencies." South Florida Journal of Development 3, no. 3 (May 30, 2022): 3529–36. http://dx.doi.org/10.46932/sfjdv3n3-039.
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This evaluation study investigates the effectiveness of synchronous (SL) and asynchronous (AL) mode of learning delivery in the development of competencies in Oral Communication among Senior High School students of Engineering (STEM), Business (ABM), and Social Sciences (HUMSS) in a state-run laboratory school. Participants are selected through Stratified Sampling. It compares the extent to which objectives of the course were met, relevance of contents amidst the current context, the effectiveness of instructional delivery, and the difference in the acquisition of competencies among students in SL versus those in AL. It is especially significant as an assessment of distance e-learning is necessary amidst the digital shift in education because of the pandemic. A Course Evaluation Form as well as a Student Self-assessment of Learning were used to gather data. These instruments were validated and checked for reliability, with a Cronbach α of .859 and .871, respectively. The results of data analysis illustrate that at α=0.05: (1) there is no statistically significant difference in the mean evaluation of SL and AL learners as to the extent in which the objectives of the course were met (p=0.109); (2) there is a statistically significant difference in the mean evaluation of the relevance of course content in the current context of the learners (p=0.012); (3) there is a statistically significant difference in the mean evaluation of SL and AL as to the effectiveness of instructional delivery (p=0.013), and; (4) there is no statistically significant difference in mean evaluation of SL and AL learners’ acquisition of competencies in Oral Communication ( p=0.215).
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Young, Eric H., and Rick E. West. "Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning." EuroCALL Review 26, no. 1 (July 31, 2018): 59. http://dx.doi.org/10.4995/eurocall.2018.8599.
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<p>Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.</p>
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Greenes, Carole, Linda Schulman, and Rika Spungin. "Stimulating Communication in Mathematics." Arithmetic Teacher 40, no. 2 (October 1992): 78–82. http://dx.doi.org/10.5951/at.40.2.0078.
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Recently, a great deal of interest has been shown in communication in mathematics. The National Council of Teachers of Mathematics, in its Curriculum and Evaluation Standards for School Mathematics (1989), states that at all grade levels, students must learn to communicate mathematically. Science for All Americans: A Project 2061 Report (American Association for the Advancement of Science 1988) describes effective teaching of mathematics as teaching that emphasizes the development of students' abilities to communicate clearly in both oral and written work. Turning Points: Preparing American Youth for the Twentyfirst Century (Carnegie Council on Adolescent Development 1989, 43) encourages middle-grade teachers “to promote a spirit of inquiry and to stimulate students to think about and communicate ideas.”
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Zhao, Hongxin. "Construction of Multimedia-Assisted English Teaching Mode in Big Data Network Environment." Wireless Communications and Mobile Computing 2021 (September 14, 2021): 1–10. http://dx.doi.org/10.1155/2021/1609187.
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Oral English teaching is the weakest link in multimedia English teaching at this stage. English teachers are constantly exploring effective approaches to improve oral English Teaching in their own educational practice. The big data multimedia English teaching mode conforms to embark on the historical stage. Firstly, this paper constructs the big data architecture of English teaching model mining and divides the construction of the teaching model into three parts: data mining, teaching model evaluation, and improvement optimization. Data mining uses the advanced DBN network to send data into the DBN-DELM network, which significantly improves the accuracy of the multimedia assisted English construction model. The simulation results show that teaching mode construction based on big data can effectively improve students’ interest in English learning; attitude; and oral English level including pronunciation, pronunciation and intonation, dialogue and communication, and oral expression and improve students’ group cooperation and communication ability, autonomous learning ability, evaluation consciousness, and ability.
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Baumgartner, Christina A., Emily Bewyer, and Diane Bruner. "Management of Communication and Swallowing in Intensive Care." AACN Advanced Critical Care 19, no. 4 (October 1, 2008): 433–43. http://dx.doi.org/10.4037/15597768-2008-4009.
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Patients in adult, pediatric, and neonatal intensive care settings often require the services of a speech-language pathologist. It is common practice to consult a speech pathologist to determine whether a patient is ready to initiate oral intake or help a patient with an artificial airway communicate. Assessments for dysphagia are initially clinical and conducted at bedside. Results from the clinical evaluation help determine if and when an instrumental examination should be completed. Patients who are tracheostomized, or had been, and those who were intubated for a prolonged period are at risk for aspiration. Speaking valves allow patients to communicate orally. Some studies have shown that speaking valves might also reduce the risk of aspiration with oral intake. Collaboration between speech-language pathologists and critical care nurses is a vital component for ensuring patient safety and success in both communication and eating.
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Martin, Bonnie J. W., and Marilyn M. Corlew. "The Incidence of Communication Disorders in Dysphagic Patients." Journal of Speech and Hearing Disorders 55, no. 1 (February 1990): 28–32. http://dx.doi.org/10.1044/jshd.5501.28.
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A retrospective study investigated the incidence and types of communication problems in 115 patients referred for swallowing difficulties. Each patient had a bedside swallowing evaluation completed as well as a screening of communication abilities. A formal speech-language evaluation was done when warranted and possible. Of the 115 patients, 93 had suspected swallowing problems based on the bedside evaluation done by the speech-language pathologist. Videofluoroscopy was performed on 85 of these patients. A significant positive correlation was found between communication impairments and both suspected and videofluoroscopically confirmed dysphagia. Cognitive problems were the most frequent communication impairment with dysarthria being second. Neurological diseases were the most common medical diagnoses in patients with swallowing difficulties. The case is presented for the speech-language pathologist to be the primary diagnostician and manager of both communication and oral-pharyngeal swallowing disorders whether they co-occur or not.
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Oktaviani, Selpi, and Maman Abdurrahman. "Analisis Pembelajaran Komunikasi Arab Dalam Pembelajaran Bahasa Arab Di SMA Aisyiyah Boarding School Bandung." Tsaqofiya : Jurnal Pendidikan Bahasa dan Sastra Arab 3, no. 2 (July 31, 2021): 148–57. http://dx.doi.org/10.21154/tsaqofiya.v3i2.73.
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This research is motivated by the difficulties experienced by students when learning Arabic communication takes place. Therefore, this study aims to describe Arabic communication learning, starting from planning, processing, evaluation and the obstacles that students feel when learning Arabic communication activities. This research uses a qualitative approach with descriptive methods. The sample in this study were students of class X Social and teachers who taught Arabic communication. Data collection techniques used were observation, interviews, documentation and student questionnaires. To analyze the data, researchers used qualitative data analysis with data verification steps, data presentation and data reduction. The results showed that 1) Arabic communication learning planning by the teacher was well prepared, the teacher used the 2013 curriculum and Arabic communication modules that were compiled by themselves 2) The Arabic communication learning process went well and according to the procedure but there were some students who were slow to understand the material provided by the teacher 3) Evaluation of Arabic Communication learning including daily exams, midterm and final semester exams including oral tests, written tests and group assignments. 4) The obstacles experienced by students in learning Arabic communication, namely; the lack of student interest in learning Arabic, the lack of self-confidence when communicating using Arabic, the difference in the student's school background that makes students' Arabic language skills diverse
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Bicas, Rafaela da Silva, Laura Mochiatti Guijo, and Eliane Maria Carrit Delgado-Pinheiro. "Oral communication and auditory skills of hearing impaired children and adolescents and the speech therapy rehabilitation process." Revista CEFAC 19, no. 4 (August 2017): 465–74. http://dx.doi.org/10.1590/1982-0216201719412516.
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ABSTRACT Purpose: to analyze auditory and oral communication behaviors in a group of children and adolescents, users of cochlear implants and to establish a relationship with factors that interfere with aural rehabilitation. Methods: participants were 13 children or adolescents with profound bilateral sensorineural hearing loss. Standardized procedures were applied to check: the auditory and oral communication behaviors of participants and their relationships with the child's age at diagnosis period; the interval between diagnosis and intervention, adaptation onset of the cochlear implant; the hearing age and aural rehabilitation period. Results: statistically significant data were found to correlate the interval between diagnosis and intervention with the scores in the evaluation procedures of oral communication. Conclusion: there was a significant impact on the development of oral communication when the period elapsed between the diagnosis and intervention was analyzed, in such way that the faster the intervention time, the better the results. It was also evident that the earlier the beginning of the use of cochlear implants, the greater the hearing age, and the longer the rehabilitation period, the better the scores in the procedures that evaluated auditory and verbal development.
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Mattos, Beatriz Silva Câmara, Andréa Alves de Sousa, Marina Helena C. G. de Magalhães, Marcia André, and Reinaldo Brito e Dias. "Candida albicans in patients with oronasal communication and obturator prostheses." Brazilian Dental Journal 20, no. 4 (2009): 336–40. http://dx.doi.org/10.1590/s0103-64402009000400013.
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Patients using obturator prostheses often present denture-induced stomatitis. In order to detect the presence of oral Candida albicans in patients with oronasal communications and to evaluate the effectiveness of a topical antifungal treatment, cytological smears obtained from the buccal and palatal mucosa of 10 adult patients, and from the nasal acrylic surface of their obturator prostheses were examined. A therapeutic protocol comprising the use of oral nystatin (Mycostatin®) and prosthesis disinfection with sodium hypochlorite was prescribed for all patients. Seven patients were positive for C. albicans in the mucosa, with 1 negative result for the prosthetic surface in this group of patients. Post-treatment evaluation revealed the absence of C. albicans on prosthesis surface and on the oral mucosa of all patients. The severity of the candidal infection was significantly higher in the palatal mucosa than in the buccal mucosa, but similar in the palatal mucosa and prosthesis surface, indicating that the mucosa underlying the prosthesis is more susceptible to infection. The therapeutic protocol was effective in all cases, which emphasizes the need for denture disinfection in order to avoid reinfection of the mucosa.
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Yanti, Helmi, Zaenuri Zaenuri, and Walid Walid. "KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA MATERI RELASI DAN FUNGSI DI PONDOK PESANTREN ANSHOR AL SUNNAH." Jurnal Kajian Pembelajaran Matematika 5, no. 1 (April 29, 2021): 42. http://dx.doi.org/10.17977/um076v5i12021p42-53.
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Research purposes for describing student ability communication. Research population is purposive grade VIII Anshor Al Sunnah boarding school in academic year 2020/2021. Research sample is student grade VIII A at boarding school Anshor Al Sunnah. Research aminstrument is mathematics communication ability. The data analysis in descriptive. Research findings total is 37.5 percent student able to use terminology, mathematics notation in view of relationship within model and situation even organize a question story. Then, total 62.5 percent student able to express mathematic ideas in oral and written and demonstrating for viewing at visual total 40 percent and 22.5 percent student able to understand, interpretation and good evaluation mathematic idea within oral and written, even though in visual, percentage ability mathematic communication is 40.6 percent with Low category.
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Musselman, Carol Reich, Peter H. Lindsay, and Anne Keeton Wilson. "An Evaluation of Recent Trends in Preschool Programming for Hearing-Impaired Children." Journal of Speech and Hearing Disorders 53, no. 1 (February 1988): 71–88. http://dx.doi.org/10.1044/jshd.5301.71.
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A longitudinal study was conducted of 139 children with severe and profound hearing losses. The children were between 3 and 5 years of age at the commencement of the 4-year study. The relationship of several background and educational variables with the linguistic, academic, and social development of the children was investigated. Age, hearing loss, and intelligence were related to most of the dependent measures. Relationships involving communication mode (auditory/oral vs. total communication) varied with the measure being considered. The variable of program type (individual vs. group) interacted with the degree of hearing loss and with communication mode. Although early intervention was related to certain dependent measures, no relationships were found that involved direct instruction by parents or integration.
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Colman, Andrew M. "Teaching presentation skills to undergraduates: students’ evaluations of a workshop course." Psychology Teaching Review 5, no. 2 (September 1996): 75–82. http://dx.doi.org/10.53841/bpsptr.1996.5.2.75.
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A 10-hour workshop-based course designed to teach communication skills to undergraduates is described and evaluated. In five two-hour sessions, the course covered technical aspects of written communication, oral presentations to small and medium-sized groups, interview skills, non-verbal communication, and skills associated with assessing the presentations of others and providing constructive feedback. Evidence from a course evaluation questionnaire and from observations of the students’ performance suggests that the course was reasonably successful in achieving its aims.
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Aprilia, Imas Diana. "Readiness of Special-Needs Schools in Developing Oral Language Skills Programs for Deaf Students." IJDS: Indonesian Journal of Disability Studies 8, no. 02 (November 30, 2021): 513–21. http://dx.doi.org/10.21776/ub.ijds.2021.008.02.17.
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Limited learning programs in developing spoken language, as well as the inconsistency of teachers in implementing oral language communication, are allegedly the main causes of poor communication skills, especially for hearing impaired students. In contrast to this, oral language skills are a prerequisite for having communication with others. The present study draws attention to receive a description of the school (teacher) readiness in developing oral language skills programs for students with hearing impairment. Conducted through descriptive qualitative method, the current project explores data from the chosen teachers of grade 2, 3, and 4, as well as PKPBI teachers through interviews, observation and documentation study. The data analysis technique is performed through data reduction, data presentation, drawing conclusions and verification. The findings disclosed that the oral language program planning is based on incidental needs analysis. The oral language skills program is still developed separately from the PKPBI program and communication training (either speaking or articulation). Likewise, conversational competence as a basis for developing communication has not become a definite program and is only applied to certain themes. The implementation of the oral language skills program is carried out partially with different learning patterns and methods, namely the global word method and the maternal reflective method (MMR). The teacher’s evaluation was limited to correcting phonemes, repeating simple sentences and once into integrated thematically. The faced constraints are the availability of supporting infrastructure such as PKPBI room and articulation room that have not been optimized and the limited number of speech experts and PKPBI teachers. For such obvious reason, the seriousness and consistency of schools are highly necessary in developing oral language skills programs as the main focus during the learning process at each grade level by providing opportunities for all teachers to possess integration with PKPBI program and thematic articulation training programs using the reflective maternal method (MMR).
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D'antonio, Linda L., Reginald D. Rice, and Sandra C. Fink. "Evaluation of Pharyngeal and Laryngeal Structure and Function in Patients with Oculo-Auriculo-Vertebral Spectrum." Cleft Palate-Craniofacial Journal 35, no. 4 (July 1998): 333–41. http://dx.doi.org/10.1597/1545-1569_1998_035_0333_eopals_2.3.co_2.
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Objective This study described the occurrence and expression of pharyngeal and laryngeal anomalies in a population of patients with oculo-auriculo-vertebral spectrum (OAVS). Design Cross-sectional study using chart review, physical examination, and endoscopic evaluation of the pharynx and larynx, and perceptual and aerodynamic evaluation of speech for assessment of vocal tract function. Setting Academic tertiary referral center. Patients Chart review of 41 patients with a diagnosis of OAVS and clinical evaluation of 23 of the patients identified in the initial chart review, ranging in age from 9 months to 17 years. Main outcome Measures Data from chart review pertaining to airway and speech symptoms. Physical examination and endoscopic studies of pharyngeal and laryngeal structure and function and perceptual and aerodynamic evaluation of speech, resonance, and voice. Results Chart review showed a high occurrence of indicators of pharyngeal and laryngeal abnormalities such as velopharyngeal inadequacy and airway obstruction. Clinical evaluations documented a variety of abnormalities in pharyngeal and laryngeal structure and function as well as impairment in speech articulation, resonance, and voice. Presence and severity of pharyngeal and laryngeal abnormalities were not correlated with the severity of expression of the spectrum based on mandibular morphology. Conclusions Oculo-auriculo-vertebral spectrum appears to be associated with a high occurrence of structural and functional abnormalities of the pharynx and larynx that may contribute to increased risk of airway obstruction, communication impairment, and morbidity.
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Miluna, Sintija, Juta Kroica, Mara Pilmane, Ingus Skadins, Rudite Koka, and Dagnija Rostoka. "Snus users: intraoral lesions, biofilm properties, communication and treatment strategies." Journal of V. N. Karazin Kharkiv National University, Series "Medicine", no. 43 (December 1, 2021): 49–61. http://dx.doi.org/10.26565/2313-6693-2021-43-06.
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Objective: The link between snus, periodontal diseases and oral malignancy is still in question in different literature. This study aims to explore the impact of snus on mucosal lesions and oral malignancy along with evaluation of strategies for snus cessation and approaches to communication with patients. Methods: A questionnaire about tobacco consumption habits was made. A heavy snus group, a light snus group and a control group were made. Oral biopsy samples were tested for protein gene product 9.5, tissue inhibitor of matrix metalloproteinase 2, chromogranin A and B, matrix metalloproteinase 2, interleukin-1, interleukin-10 using immunohistochemical techniques. Periodontal pocket biofilms were tested with combined polymerase chain reaction and were subsequently analyzed in order to determine the presence of pathogenic periodontal bacteria, such as Aggregatibacter actinomycetemcomitans, Porphyromonas gingivalis, Tannerella forsythia, Treponema denticola and Prevotella intermedia. Results: Biopsy results showed cellular disorganization, apoptosis, hyperkeratosis and prevalence of keratotic seborrhea in the area of snus sachets. Microbiological examination revealed the presence of periodontal pathogens in the snus users group. High concentration of pathogenic periodontal bacteria Aggregatibacter actinomycetemcomitans, Porphyromonas gingivalis and Prevotella intermedia was found in groups of both heavy and light snus users, yet they were absent in the samples of the control group. High concentration of Tannerella forsythia and Treponema denticola was also found in the groups of heavy and light snus users, whereas they were present in samples of only two patients of the control group. Conclusions: Snus changes cell function, it can lead to oral malignancy and promote periodontal disease regardless of the frequency and amount of snus used.
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Hui, Yanli. "Evaluation of Blended Oral English Teaching Based on the Mixed Model of SPOC and Deep Learning." Scientific Programming 2021 (November 8, 2021): 1–9. http://dx.doi.org/10.1155/2021/7044779.
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With the deep integration of “internet + education” and the continuous advancement of education reform, blended teaching has become the main method of university education reform. Blended education combines the advantages of traditional education and online education to complement each other. It not only takes advantage of the flexibility and autonomy of online education but also retains the benefits of emotional communication between teachers and students in offline education. With the increase in practical exploration of blended teaching in universities, teaching evaluation is an important part of teaching, and blended teaching evaluation should also attract attention. The purpose of this paper is to study the mixed oral English teaching evaluation based on the mixed mode of SPOC and deep learning. On the basis of analyzing the teaching design principles of the mixed mode of SPOC and deep learning and the principles of constructing the teaching evaluation after half a semester of teaching investigations conducted by the two classes of English majors, the impact of the SPOC and deep learning mixed teaching mode on students’ spoken English was studied through the method of covariance analysis. The experimental results show that the mixed teaching mode of SPOC and deep learning has been able to fully stimulate students’ interest in oral English learning and improve students’ oral English ability, critical thinking of students, ability to solve problems, group cooperation, and effective communication. Self-directed learning and self-reflection have all had a positive impact.
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Ching, C. Sok. "MeMoSa: Mobile Mouth Screening Anywhere for Early Detection of Oral Cancer." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 56s. http://dx.doi.org/10.1200/jgo.18.33300.
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Background: The burden of oral cancer is significant in Asia, accounting for 11% of cancer deaths in Asia compared with 5% in the rest of the world. High and increasing access to mobile phones in low- and middle-income countries presents an opportunity to use telemedicine to facilitate early detection of oral cancer. Aim: To evaluate the feasibility of using the mobile phone as a documentation and communication tool for early detection of high-risk oral lesions. Methods: We determined the concordance between evaluation of oral lesions using mobile phone-captured images and clinical oral examination using kappa statistics. A mobile phone app named MeMoSA was developed and the app was tested during a routine oral cancer screening program in the community to determine the feasibility of integrating this tool for the documentation of oral lesions, and the communication between dentists and specialists with regards to management of these patients. The experience of dentists and specialists in using MeMoSA was determined using qualitative questionnaires. Results: We demonstrated that the mobile phone is a sensitive and specific tool, with a sensitivity of > 80% in detecting a lesion, an accuracy of 87% in categorizing the type of lesion and 85% concordance in patient referral compared with clinical oral examination. Having been trained to use MeMoSA, 36/36 dentists agreed that this app could improve early detection of oral mucosal lesions. All of these dentists wanted to continue using the app as screening tool in the future as they believe that it could assist them in the identification of high-risk oral mucosal lesions through direct communication with specialists. Conclusion: MeMoSA enabled documentation of the lesion through easy photography and facilitated patient management through quick communication between dentists and specialists. Because of its ease of use MeMoSA could be useful tool in early detection of high-risk oral lesions in low-resource settings and could increase the access to healthcare in geographically hard to reach populations.
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Dyer, Thomas Anthony, Jessica Ga Lai Lau, Thomas Anthony Dyer, and Jessica Ga Lai. "An Evaluation of A Practice-Based Minor Oral Surgery Service." Primary Dental Journal 7, no. 3 (September 2018): 30–36. http://dx.doi.org/10.1177/205016841800700305.
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Aim To report the findings of a service evaluation of an NHS practice-based minor oral surgery service. Method A service evaluation including a retrospective analysis of activity and outcome data and assessment of patient and practitioner satisfaction. Results 623 appointments were arranged, with a mean waiting time of 43 days. Treatment provided included: surgical removal of third molars and non-third molars, surgical endodontics and other surgical and oral medicine cases (29.7%, 44.1%, 3.0% and 23.4% of cases respectively). Antibiotics were prescribed at 16.1 % of treatment appointments and 1.9% required appointments for post-operative complications. All participants reported overall satisfaction with their care and strongly agreed/agreed with positive attitudinal statements about the oral surgeon's communication/information giving, technical competence and understanding and acceptance; 77.5% were seen on time and none were seen more than 15 minutes late; 87.5% felt the standard of the service was better than expected than at a hospital and none felt it was worse. Over 80 of practitioners agreed that waiting times were better than expected at a hospital, urgent problems were seen quickly and the referral process was easy and understandable. All practitioners strongly agreed/agreed they that they were happy with the service provided. Conclusions A range of minor oral surgery procedures can be provided with low complication rates, acceptable waiting times and accessibility, and high patient and referring practitioner satisfaction from a practice-based specialist oral surgery service.
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Burhanuddin, Ahmad. "Improving Students’ Oral Communication Skills in Public Speaking through Individual Presentation Task." Jurnal Lingua Idea 12, no. 2 (December 31, 2021): 159. http://dx.doi.org/10.20884/1.jli.2021.12.2.4002.
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This current study attempts to seek the answers of a question: how effective is the individual presentation method in improving students' oral communication skills, especially in public speaking? Designed as a qualitative research, this research was conducted at the Faculty of Tarbiyah and Teacher Training of IAIN Pekalongan in the academic year of 2019/2020. The research involved 100 of the second year students of the English Education Department of IAIN Pekalongan who took Public Speaking course. The data were collected through an open-ended questionnaire as the instruments of this study to get their perception after taking the course with performing an individual presentation as its main task. The research findings reveal despite the obstacles they encountered, the presentation task was effective to enhance students’ confidence as well as to give them experience to speak in front of a crowd. The task also gave them more awareness and self-evaluation on how to perform a good public speaking as they received direct feedback from the audience while performing the individual presentation.
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Aigerim, Chulembayeva, Autayeva Akbota Nursultanovna, Butabayeva Laura Askarovna, S. K. Kapalova, B. B. Sikinbayev, and Zeynep Genc. "Evaluation of oral speech of Students with hearing impairments with perspectives of special learning technologies." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 502–13. http://dx.doi.org/10.18844/wjet.v13i3.5958.
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In recent years, much attention has been paid to the problem of language and correct pronunciation in the native language when working with the younger generation, including the formation of oral speech in children with hearing impairments with perspectives of special learning technologies, which formed the basis for our research work. Theoretically, the effective methods in shaping the oral skills of students with hearing impairments imply the provision of opportunities for their further successful socialization, unlimited communication with the outside world, and personality formation. In order to tackle the problem, we have identified the problem of testing methods and determining the level of formation of oral speech of students with hearing impairment, offering special methods, techniques for its improvement. In the course of implementation, diagnostic studies, quantitative and qualitative analysis of indicators, practical implementation of the methodology, and various practical works were carried out.
Keywords: Learning technologies, oral speech, children, hearing impairment, Kazakh language
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Vartak, Lalita, and Gauri Varade. "RUBRIC: AN EVALUATION TOOL TO ASSESS THE SPECIAL NEEDS OF THE HEARING-IMPAIRED STUDENTS." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 66 (March 25, 2021): 15370–75. http://dx.doi.org/10.21922/srjis.v9i66.6831.
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Communication is a basic need to our humanity as social beings. Our relationships are built and maintained through communication, our education and work is also depended on communication (Jagoe, n.d.). Most importantly, hearing connects us to people and enable us to communicate in a way that none of our other senses can achieve. Different formative evaluation tools and techniques can help to fulfil the special needs of the hearing impaired students. . Role play, Group discussion, oral presentation, survey and discussion and poster making and presentation are few of the useful techniques which can be used for formative evaluation of the hearing-impaired students. Role play gives a good plat form to these students to build the skill of communication which also develops their confidence. Bolton in his research paper found that rubrics helped students to understand the detailed points regarding the assignment. Thus, rubric will also be helpful for them to evaluate their own performance and provided immediate feedback on their strengths and weakness (Bolton, 2006). Thus, the teacher can work on the special needs of the hearing impaired students by implementing formative evaluation techniques along with its rubric.
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Felix, Cecilia C., Megan E. Joseph, and Stephanie K. Daniels. "Clinical Decision Making in Patients with Stroke-Related Dysphagia." Seminars in Speech and Language 40, no. 03 (June 2019): 188–202. http://dx.doi.org/10.1055/s-0039-1688815.
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AbstractThis article aims to highlight stroke considerations in the evaluation and management of dysphagia. Although dysphagia was previously thought to occur only following brainstem or bilateral cortical strokes, the development of brain imaging and dynamic swallowing studies has revealed small, unilateral supratentorial strokes can produce dysphagia. In this article, screening, evaluation, and management of dysphagia are outlined, as well as the clinical decision making that occurs when taking into account cognitive and communication deficits that may be present. For the clinical swallow examination, chart review, interview, informal evaluation of cognition and communication, observation of posture, oral cavity inspection, cranial nerve examination, and the direct swallowing assessment are reviewed along with tailoring of each according to the deficits observed. Specific compensation and rehabilitation strategies are discussed along with how cognitive and communication deficits can guide the clinician's decision-making process to select an appropriate plan of care. A case study is provided to synthesize the process into a real-world scenario.
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Bergeron, Dave A., Lise R. Talbot, and Isabelle Gaboury. "Intersectoral oral health promotion interventions for schoolchildren living in remote rural Andean communities: a realist evaluation." Global Health Promotion 27, no. 3 (December 10, 2019): 103–12. http://dx.doi.org/10.1177/1757975919870160.
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Background: Intersectoral oral health promotion entails the participation of local communities. IOHP interventions were introduced in Peru in primary schools in 2013 but oral health among schoolchildren living in rural Andean communities remains suboptimal. Objectives: To understand the contextual elements and the underlying mechanisms associated with intersectoral oral health promotion interventions’ current effects on schoolchildren living in remote rural Andean communities. Method: A realist evaluation was carried out in three rural Andean communities where intersectoral oral health promotion interventions aimed at schoolchildren have been implemented. Following an evaluation of the effects among schoolchildren, contextual elements and mechanisms were explored with various stakeholders involved in intersectoral oral health promotion through focus groups and semi-structured interviews. Subsequently, an iterative data analysis and a validation process resulted in the identification of context-mechanism configurations. Results: Previous positive experiences of collaboration, a focus on communication, feelings of being respected and considered, and development of leadership and trust among stakeholders involved in intersectoral oral health promotion were elements of configurations that positively influence intersectoral oral health promotion. On the other hand, unfavorable physical, social and political environments, previous negative health experiences, feelings of not being respected or considered, demotivation, development of mistrust and insufficient leadership were shown to negatively influence outcomes. Conclusion: This research highlights the complexity associated with the deployment of intersectoral oral health promotion interventions in rural communities. Local stakeholders should be further involved to build trust, to facilitate coordination processes among remote rural communities and oral health professionals, and to optimize deployment of intersectoral oral health promotion interventions.
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Hapner, Edie R. "The Speech-Language Pathologist's Role in Screening for Head and Neck Cancer." Perspectives on Voice and Voice Disorders 22, no. 1 (March 2012): 6–13. http://dx.doi.org/10.1044/vvd22.1.6.
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The American Speech-Language-Hearing Association (ASHA)'s Preferred Practice Patterns for the Profession of Speech-Language Pathology (ASHA, 2004) and Prevention of Communication Disorders (ASHA, 1988) advise speech-language pathologists to engage in activities to educate and prevent diseases and disorders that affect speech and swallowing. However, many speech-language pathologists may be unfamiliar with the use of head and neck cancer screening that can be easily integrated into oral mechanism examinations and perceptual voice evaluations. This paper reviews the problem created by the lack of knowledge and reduced risk perception by the general public and healthcare professionals regarding signs, symptoms, and risks for head and neck cancer. A simple six-step screening tool is included to aid the reader in integrating head and neck cancer screenings into a general oral mechanism and speech/voice evaluation.
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Holmstrom, Steven E., Jan Bellows, Stephen Juriga, Kate Knutson, Brook A. Niemiec, and Jeanne Perrone. "2013 AAHA Dental Care Guidelines for Dogs and Cats*." Journal of the American Animal Hospital Association 49, no. 2 (March 1, 2013): 75–82. http://dx.doi.org/10.5326/jaaha-ms-4013.
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Veterinary dentistry is constantly progressing. The purpose of this document is to provide guidelines for the practice of companion animal dentistry for the veterinary profession. Dental care is necessary to provide optimum health and optimize quality of life. Untreated diseases of the oral cavity are painful and can contribute to local and systemic diseases. This article includes guidelines for preventive oral health care, client communication, evaluation, dental cleaning, and treatment. In addition, materials and equipment necessary to perform a medically appropriate procedure are described.
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Noor, Hina, Farkhunda Rasheed Choudhary, and Tariq Javed. "Teachers' report on Status of Communication with Hearing Impaired Children in Special Schools of Punjab: An Evaluation of Current Linguistic Competence of HIC." Global Social Sciences Review V, no. II (June 30, 2020): 370–81. http://dx.doi.org/10.31703/gssr.2020(v-ii).35.
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Development of communication skills in children with hearing impairment (HIC) is one of the major goals of rehabilitation for these children. Information about current trends and communication status of HIC is a prerequisite for communication skill-building plan development. For the exploration of the current communication status of HIC studying in public special education institutes of Punjab, a survey was conducted. Two-stage cluster sampling was used to get data from teachers working in 30 randomly selected institutes. A self-developed questionnaire (Cronbach alpha, 0.8) was mailed to get data. SPSS was used for quantitative analysis of data obtained from 107 questionnaires containing information about 886 HIC studying in the special schools. Sign language was found as a common mode of communication. Those using an oral mode of communication were at the word level. The aural approach of teaching was getting acceptance from the teachers. Provision of hearing aid and improvement in speech therapy services were recommended.
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Reeves, Louisa, Jenny Freed, Jonathan Wright, Elizabeth Wood, Rachael Black, Mary Hartshorne, and Catherine Adams. "Feasibility and evaluation of Talk Boost KS2: A school-based programme for oral language skills in children with low-average communication skills in Key Stage 2." Child Language Teaching and Therapy 35, no. 3 (September 16, 2019): 221–40. http://dx.doi.org/10.1177/0265659019874851.
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Oral language skills in childhood are known to predict literacy levels and academic performance. Identification of children’s low-average oral language skills in school is challenging when clear criteria for developmental language disorder are not met. There are few studies of targeted, school-based oral language interventions for the older child. This study aimed to investigate the feasibility of implementing and evaluating a manualized language intervention (Talk Boost KS2) for children aged between 7 and 9 years who were identified as having low-average oral language skills, as delivered by trained teaching assistants in mainstream schools. Twenty-one UK mainstream primary schools each selected eight Year 3 (7–8-year-olds) and Year 4 (8–9-year-olds) children with low-average oral language skills. School staff received training in a new manualized intervention, Talk Boost KS2. Schools were allocated to an Active Intervention (AI) or a Waiting Control condition (WC) condition. The final sample consisted of 162 children of which 87 were allocated to the AI condition and 75 to the WC condition. Progress in favour of the intervention was found on teacher ratings of speech, language and communication needs and on a Learning Behaviours Checklist but not on standardized language or reading comprehension tests. Parents of AI children reported improvements in communication and language skills. Teaching staff reported significant increases in confidence and knowledge in managing children with low-average oral language skills as a result of being involved in the intervention. The findings are discussed in relation to the imperative to provide practical language intervention tools as well as training and support for education staff in order to support children with low-average oral language skills in mainstream schools.
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Genzola, Arnel E. "Chinese EFL Learners’ Lived Experience of Communication Apprehension in a Sino-Foreign Context." International Journal of Qualitative Research 2, no. 2 (November 21, 2022): 173–82. http://dx.doi.org/10.47540/ijqr.v2i2.675.
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A great deal of emphasis has been placed on the development of communication competencies among students in light of the significance of effective communication in the 21st century. Past studies identified communication apprehension (CA) as one factor that hindered learners’ ability to communicate effectively. This study used a qualitative, phenomenological method involving six (6) participants who have lived experience of CA in a unique Chinese context, the Sino-Foreign Joint Venture, a concept that promotes cooperation of foreign educational institutions with China’s educational services industry. In-depth interviews, essays of the participants’ experiences, stimulated recall, and classroom observation has been employed. The video-recorded interviews were carried out as the primary method of data collection. The results revealed eight themes identified as anxiety-provoking classroom situations, namely, level of difficulty and familiarity with the topic, incomprehensible input, preparation, interpersonal evaluation and criticism, voluntary speaking and being asked to, making mistakes and losing face, classroom oral presentations, and oral language assessment and rate of recurrence. This study throws in user input to sensitize Sino-Foreign higher education institutions, curriculum developers, and teachers to the debilitating influence of communication apprehension on language learners.
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Liu, Hui. "College Oral English Teaching Reform Driven by Big Data and Deep Neural Network Technology." Wireless Communications and Mobile Computing 2021 (September 15, 2021): 1–8. http://dx.doi.org/10.1155/2021/8389469.
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The ultimate goal of English teaching is to cultivate the students’ ability to communicate information in English, master good language learning methods, and become independent language learners and users. Therefore, successful English language teaching needs to be achieved through language communication training between teachers and students and between students. This article investigates the importance of promoting the reform of oral English teaching in China’s English teaching environment. We believe that to promote the reform of oral English teaching, an oral teaching environment must be available. However, the current common problem in oral English teaching in colleges and universities is that the spoken conversation objects are not standard enough, or there is no person who can talk to. Therefore, an intelligent spoken dialogue system based on big data and neural network technology is particularly important, and the quality of dialogue depends on accurate spoken speech evaluation. We first extracted six features of pronunciation quality, fluency, content richness, topic relevance, grammar, and vocabulary richness. Secondly, we propose an evaluation model that connects specific TDNN layers in a feedforward manner, using the feature representation of target words in different TDNN layers, which can obtain richer context information and greatly reduce the amount of model parameters. Finally, we conducted a simulation experiment. The experimental results show that the proposed model is accurate in evaluating spoken English and can effectively assist the reform of spoken English teaching in colleges and universities, and its performance is better than SVM by 9.2%.
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Gómez, Juan Fernando, Jorge Emiro Restrepo, and Claudio Díaz Larenas. "Relación entre la disposición para comunicarse en inglés, el uso de estrategias de comunicación oral y el temor a la evaluación negativa en estudiantes universitarios." Revista de Investigación Educativa 39, no. 2 (July 1, 2021): 411–25. http://dx.doi.org/10.6018/rie.426741.
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El aprendizaje de una segunda lengua está influenciado por factores cognitivos y afectivos relacionados con el uso de estrategias, actitudes y rasgos de la personalidad que inciden en el aprendizaje. En esta investigación se analizaron las correlaciones entre la disposición para comunicarse en inglés, el uso de estrategias de comunicación para enfrentar las dificultades al hablar y el temor a la evaluación negativa en el aula, en una muestra de 575 estudiantes de pregrado de los niveles básico e intermedio de la asignatura de inglés. Se administraron el Cuestionario sobre Disposición para Comunicarse, el Inventario de Estrategias de Comunicación Oral, y la versión reducida de la Escala de Temor a la Evaluación Negativa. Se realizó una investigación cuantitativa con un diseño no experimental, correlacional y transversal. Los análisis de la prueba de Spearman revelaron que existían correlaciones positivas entre casi la totalidad de las estrategias de comunicación y la disposición para comunicarse. Se hallaron también correlaciones negativas entre la mayoría de las estrategias de comunicación y el temor a la evaluación negativa. Además, se encontró una correlación débil entre el temor a la evaluación negativa y la disposición para comunicarse. Second language learning is influenced by different factors. This study intends to analyze the relationship between willingness to communicate in English, communication strategies use to overcome speaking difficulties and fear of negative evaluation. The population consisted of 575 language basic and intermediate language undergraduate students. Three questionnaires were employed to collect the data: WTC (Willingness to Communicate), OCSI (Oral Communication Strategy Inventory) and BFNE (Brief Fear of Negative Evaluation). The research was carried out under a correlational, cross-sectional and non-experimental design. Spearman correlation coefficients revealed the existence of positive correlations in overall communication strategies and willingness to communicate. There exist negative relationships between the majority of communication strategies and fear of negative evaluation. Further, a weak correlation between fear of negative evaluation and willingness to communicate was observed.
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Yong, Chul-Soon, Byung-Joo Park, Dong-Hyun Kim, Bong-Kyu Yoo, Jong Soo Woo, Krisna Bhamdari, Yurngdong Jahng, Han-Gon Choi, and Mann Hyung Lee. "Short Communication: In Vivo Evaluation of Microemulsion System for Oral and Parenteral Delivery of Rutaecarpine to Rats." Drug Development and Industrial Pharmacy 33, no. 5 (January 2007): 531–34. http://dx.doi.org/10.1080/03639040600865199.
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Paquet, Pierre-Luc, and Sara Downs. "Oral Portfolio in Spanish as a Third Language: Harnessing the Potential of Self- and Peer-Assessment." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1168. http://dx.doi.org/10.17507/jltr.0906.06.
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Even though research in second language acquisition has demonstrated the importance of oral production and interaction, there is a growing tendency toward distance learning. Therefore, in order to include oral practice and evaluation in an online course, a new pedagogical tool was designed, namely the oral portfolio. This article describes and analyzes an oral portfolio which included learner production and self- and peer-assessment. Combining these aspects provided data on both linguistic and metalinguistic abilities. The results revealed a relationship between oral competency and self- and peer-assessment abilities, suggesting a beneficial role of metalinguistic reflection in the development of oral communication skills. Moreover, this study explored how self- and peer-assessment could be better implemented in a language course. Based on the observations gathered throughout the study, we believe that learners need to be trained and to develop the formative assessment competency, in order to maximize the benefits, for assessment to be as sustainable as possible.
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Jing, Caihong, Xiaoling Zhao, Haiyan Ren, Xuexia Chen, and Naren Gaowa. "An Approach to Oral English Assessment Based on Intelligent Computing Model." Scientific Programming 2022 (June 8, 2022): 1–8. http://dx.doi.org/10.1155/2022/4663574.
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“English craze” has become a key topic of concern to the majority of the people. Apart from setting English as a compulsory course like Chinese and Mathematics in schools, various English training institutions outside the school are also emerging one after another. Due to the English teaching mode in class, dumb English appears. In recent years, with the popularity of virtual electronic devices, more and more researchers try to use virtual reality (VR) to create an immersive English learning environment. Oral English teaching is an important part of the whole English teaching. In the traditional English classroom teaching practice, teachers’ pronunciation is not standard, and students are difficult to learn the correct pronunciation standard, which makes oral English very passive. The most important problem in oral English teaching is to improve students’ interest in oral English, make students willing to speak and realize English communication. Oral English teaching is an important link in both primary and secondary schools and universities. Teachers are afraid of nonstandard pronunciation in limited classrooms, and they are afraid to speak and unwilling to speak, which leads to passive oral English teaching. Therefore, this paper will set up an intelligent computing model to evaluate and analyze spoken English in a standard and accurate way. Artificial intelligence speech synthesis and imitation of voice change are typical applications of decoupling representation learning in speech, the oral evaluation is based on the proposition that speech is a dynamic and complex process. With the help of the rapidly developed computer speech synthesis and imitation technology, an oral evaluation path based on speech synthesis and imitation is proposed, that is, oral evaluation is carried out by using the network parameters and output of deep learning of computer speech imitation.
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Abad, José Vicente, and Paula Andrea Alzate. "Strategies Instruction to Improve the Preparation for English Oral Exams." PROFILE Issues in Teachers' Professional Development 18, no. 1 (January 28, 2016): 129–47. http://dx.doi.org/10.15446/profile.v18n1.49592.
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<p><span>This article presents the results of an inter-institutional research study that assessed the impact of strategies instruction on students’ preparation for and performance in oral exams. Two teacher-researchers at different universities trained 26 students in their respective B1-English-level courses in using language learning strategies. The study included pre- and post-intervention tests and on-line questionnaires after each oral exam. After comparing the test scores and analyzing the questionnaire responses, we arrived at two main conclusions: First, that strategies instruction, especially in combination with evaluation rubrics, promotes students’ autonomy and enhances their oral test performance. Second, that students’ use of language learning strategies is influenced by instructional variations tied to the relative importance that teachers ascribe to specific aspects of oral communication.</span></p>
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Troy, Jesse D., Josh Granek, Gregory P. Samsa, Gina-Maria Pomann, Sharon Updike, Steven C. Grambow, and Megan L. Neely. "A Course in Biology and Communication Skills for Master of Biostatistics Students." Journal of Curriculum and Teaching 11, no. 4 (April 21, 2022): 120. http://dx.doi.org/10.5430/jct.v11n4p120.
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We describe an innovative, semester-long course in biology and communication skills for master’s degree students in biostatistics. The primary goal of the course is to make the connection between biological science and statistics more explicit. The secondary goals are to teach oral and written communication skills in an appropriate context for applied biostatisticians, and to teach a structured approach to thinking that enables students to become lifelong learners in biology, study design, and the application of statistics to biomedical research. Critical evaluation of medical literature is the method used to teach biology and communication. Exercises are constructivist in nature, designed to be hands-on and encourage reflection through writing and oral communication. A single disease area (cancer) provides a motivating example to: 1) introduce students to the most commonly used study designs in medical and public health research, 2) illustrate how study design is used to address questions about human biology and disease, 3) teach basic biological concepts necessary for a successful career in biostatistics, and 4) train students to read and critically evaluate publications in peer-reviewed journals. We describe the design and features of the course, the intended audience, and provide detailed examples for instructors interested in designing similar courses.
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Athiemoolam, Logamurthie. "Using drama-in-education to Facilitate Active Participation and the Enhancement of Oral Communication Skills among First Year Pre-service Teachers." Scenario: A Journal of Performative Teaching, Learning, Research VII, no. 2 (July 1, 2013): 49–63. http://dx.doi.org/10.33178/scenario.7.2.4.
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This study provides an evaluation of a program in drama-in-education aimed at enhancing the English oral communication skills among a cohort of 63 first year intermediate phase (English second language) teachers and to establish to what extent they would be prepared to use such creative approaches in their classes as potential teachers. The data for this in-depth qualitative case study was collected through observation of their dramatic presentations, informal interviews with them based on their drama-in-education experiences and written accounts of their learning. The findings suggest that the potential of drama-in-education to enhance oral communication skills amongst English second language trainee teachers is phenomenal. A number of trainee teachers also indicated that they would definitely implement drama in education in their classes as potential teachers, since their exposure to this technique had contributed to the development of their critical and creative skills and their confidence.
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Nomura, Tsutomu, Daisuke Maki, Sadahiro Kishishita, Fumihiko Matsumoto, and Seiichi Yoshimoto. "Oncological and Functional Evaluation of Open Conservation Surgery for Hypopharyngeal Cancer with/without Reconstruction." International Journal of Otolaryngology 2018 (2018): 1–6. http://dx.doi.org/10.1155/2018/2132781.
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Objectives. Oncological and functional results of open conservation surgery for hypopharyngeal cancer have been desired. Methods. We performed a chart review of 33 patients with hypopharyngeal cancer who underwent open conservation surgery. Oncological and functional results were evaluated in surgery with primary closure (Group A) and surgery with reconstruction (Group B). Postoperative functions were evaluated by interval to resumption of oral intake, Functional Outcome Swallowing Scale (FOSS) and Communication Scale (CS). Results. Five-year disease-specific and overall cumulative survival rates by Kaplan-Meier method for all cases were 95.7% and 82.3%, respectively. Duration from surgery to full oral intake was 12 days in Group A and 14 days in Group B. FOSS rates were 83.3 in Group A and 95.5 in Group B. CS was 0 in both groups. Conclusion. Oncological and functional results of open conservation surgery were comparable to those with transoral surgery and chemo/radiotherapy. Our technique represents a reliable treatment for hypopharyngeal cancer.
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Rasschaert, Marika Anna, Konstantinos Papadimitriou, Marc Peeters, and Jan Van den Brande. "Evaluation of an interactive electronic patient-reported outcome (e-PRO) system in outpatient with oral chemotherapy." Journal of Clinical Oncology 34, no. 4_suppl (February 1, 2016): 696. http://dx.doi.org/10.1200/jco.2016.34.4_suppl.696.
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696 Background: Health Information Technology (HIT) is increasingly integrated in clinical cancer care. Simultaneously routine assessment of patient reported outcomes (PROs) has been shown to reliably improve symptom management, identification of psychosocial problems and patient-provider communication. Methods: This study is a single center experience of a multicenter randomized study for the development and validation of an interactive e-PRO tool (RemeCoach). After obtaining informed consent, outpatients, using oral anti-cancer treatment, recorded their medication intake and 17 clinical parameters using this E-PRO tool. The device allowed real time data collection and communication with other care providers via a central platform. The registered data were processed by an algorithm, this algorithm stratifies the data into different grades according to international standards of care (CTCAE v4.0) and clinical importance. Patient clinical and demographic information is collected from medical records and analyzed using descriptive statistics. Results: 21 Patients were included, 62% male, mean age 59,2 (range 38-79). 38% Of patients used capecitabine, 52% regorafenib, 5% pazopanib and 5% sunitinib. Most common symptoms cited were fatigue (95%), myalgia and joint pain (75%) and cough (62%). Median pain score : 3 (Brief Pain Inventory(BPI)). Treatment compliance using the e-PRO was 75%. Conclusions: This study confirms the feasibility of the program, in an outpatient setting. This e-tool provides a means to register compliance, early symptoms of disease and toxicity of treatment.The compliance to the e-PRO tool will be confirmed, with further development of this program in a multicenter, randomized design. Evaluation of quality of life PRO-measurements and further exploration of the relationship between optimal pharmacovigilance and improvement of patient’s outcome will ensue.
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DeBate, R. D., D. Cragun, A. A. Gallentine, H. H. Severson, T. Shaw, C. Cantwell, S. Christiansen, et al. "Evaluate, assess, treat: development and evaluation of theEATframework to increase effective communication regarding sensitive oral-systemic health issues." European Journal of Dental Education 16, no. 4 (April 5, 2012): 232–38. http://dx.doi.org/10.1111/j.1600-0579.2012.00747.x.
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Sari, Ferra Puspito, and Mochammad Sinung Restendy. "Implementation of Total Communication in Islamic Religion Learning in Deaf Children in Spirit Dakwah Indonesia Foundation." Jurnal Kopis: Kajian Penelitian dan Pemikiran Komunikasi Penyiaran Islam 2, no. 2 (April 30, 2020): 59–65. http://dx.doi.org/10.33367/kpi.v2i2.1118.
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Disability is a separate difficulty in the learning process, especially in religious learning. Being very complete when a deaf child accepts religious learning both theory and practice, so that the right way of communicating is needed by the teacher in dealing with deaf children. Not only that, there are still many regions that lack awareness of religious education for children with disabilities especially those who are deaf. Deaf children are actually still capable and deserving of religious learning, because they can still use the rest of the hearing (aural), use gestures and finger spelling (manual) that are visualized, and read utterances and speech (oral) that sound even though sometimes unclear, where these three things are communication media. This is where deaf children can learn by using a total communication system which involves receptive components (reading writing, utterances, gestures, finger and gesture / mimic spelling) and expressive components (speaking, gesturing, finger spelling, writing and gesture / expression) both are interactive. Observations were carried out at the Indonesian Spirit Da'wah Foundation by applying total communication to its students in Qurani Informal Education (TPQLB) Indonesian Spirit Dakwah Foundation as a communication system in religious learning both theory and practice. From the evaluation results, it was concluded that the application of total communication had a positive influence on learning Islamic religion in deaf children at the Spirit Dakwah Indonesia Foundation, children who were deaf in focus and interested in learning, they could re-explain the material taught simply either orally and sign language.
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Saeed, Dr Dara H. "Apical microleakage evaluation of three different root canal Obturation techniques using dye penetration evaluation method." Mustansiria Dental Journal 10, no. 2 (February 25, 2018): 176–83. http://dx.doi.org/10.32828/mdj.v10i2.209.
Full textAbstract:
Background and objectives: The aim of root canal obturation in endodontictreatment is to prevent communication between the oral cavity and periapicaltissues. Several techniques had been introduced to achieve complete filling of theroot canal system. It had been noted that more researches are needed to establishstandard techniques of root canal filling, and all the techniques should becompared for filling root canals. The aim of this study was to compare the apicalsealing ability of three different obturation techniques.Methods: Thirty single rooted teeth were collected and randomly divided into threegroups. There were 10 teeth in each group. The teeth were obturated by guttapercha as follows: Groups 1 with Thermafil, Groups 2 with Soft core, and Groups3 with System B. The apical leakage in these groups was evaluated using a dyepenetration method.Results: The lowest mean rank of leakage was observed for system B and the highestwas observed for the thermafil groups. The difference between Thermafil, softcore and system B was statistically not significant by using Kruskal Wallis test.Conclusion: System B obturation technique show less microleakage than soft coreand thermafil techniques although the differences was not significant.
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Milosevic-Markovic, Maja, and Svetlana Jovanovic. "Challenges in oral health-related quality of life assessment." Serbian Dental Journal 69, no. 1 (2022): 14–21. http://dx.doi.org/10.2298/sgs2201014m.
Full textAbstract:
Oral health is an important part of general health, and the overall quality of life directly depends on preserving the function of the orofacial system. The use of exclusively clinical parameters does not adequately present functional and psychosocial aspects of oral health and individual?s needs. Therefore, the concept of oral health-related quality of life (OHRQOL) is introduced to assess the impact of oral diseases on overall well-being. Numerous questionnaires and scales adapted to the needs of different population groups are used for this purpose. The OHRQOL measurement facilitates the screening of hidden oral health problems in population and directs the design of public health programs following the population?s health needs. Although the use of OHRQOL assessment tools has improved significantly in the recent years, it is still underrepresented in clinical practice. There is a need to increase the use of the OHRQOL assessment questionnaire in clinical practice in order to improve communication between dentists and patients, facilitate the evaluation of final therapeutic outcomes and improve the quality of dental health care.