Academic literature on the topic 'Written communication – Evaluation'
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Journal articles on the topic "Written communication – Evaluation"
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Marshall, Stewart. "Eval — An Expert System for Evaluating Written Reports." International Journal of Electrical Engineering & Education 24, no. 1 (January 1987): 23–31. http://dx.doi.org/10.1177/002072098702400105.
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As an assignment for the course ‘Verbal Communication’, undergraduates in their fourth year of an Electrical Engineering degree were asked to write reports evaluating three microcomputers. What was unusual for this particular class was that their ‘microcomputer evaluation reports’ were then evaluated by a microcomputer. This article describes a simple ‘expert system’ which assists the tutor in the evaluation of written reports.
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Clarke, Geraldine. "Evaluation of written communication: a replication study to determine accuracy." Corporate Communications: An International Journal 4, no. 3 (September 1999): 112–20. http://dx.doi.org/10.1108/13563289910288302.
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Massarani, Luisa. "Creative Research Communication — Theory and Practice." Journal of Science Communication 16, no. 05 (November 28, 2017): R03. http://dx.doi.org/10.22323/2.16050703.
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This article aims to present a critical analysis of the book entitled “Creative Research Communication ― Theory and Practice”, written by Clare Wilkinson and Emma Weitkamp (Manchester University Press, 2016). We aim to present the structure of the book, highlighting its strengths and successes. Although some chapters focus on the UK, the book offers a wide range of examples of practical activities for the communication of research of global interest and provides very useful tips. Ethical issues and the importance of evaluation, of how to do carry out such evaluation and dissemination, are also presented in an inspiring way. Well-written and objective, the book is a must-read for anyone who works, or aspires to work, in the field of public engagement with research.
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Bazán, Aldo, and Doris Castellanos. "Parents’ Support and Achievement in a Mexican Elementary School: Child’s Perception and Parents’ Self-Evaluation." International Journal of Psychological Studies 7, no. 4 (October 28, 2015): 59. http://dx.doi.org/10.5539/ijps.v7n4p59.
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<p>This study investigated the influence of family support on the academic performance of 131 fifth graders attending elementary school in Mexico. Perceptions of parental support were assessed using questionnaires administered to students and their parents regarding four components of support: 1) Assisting with homework; 2) Providing time and adequate space; 3) Communicating with teachers; and 4) Carrying out review and assessment activities. Children’s written language was assessed using an instrument linked to the curriculum. Following exploratory and confirmatory factorial analysis, an instrument was obtained to measure written language with good convergent and divergent validity for three aspects of written language: ability to reflect on language, text production, and vocabulary communication. Results support the hypothesis that the written language achievement of fifth graders is largely explained by the family support made available to them.</p>
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Lim, Hajin, Dan Cosley, and Susan R. Fussell. "Understanding Cross-lingual Pragmatic Misunderstandings in Email Communication." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–32. http://dx.doi.org/10.1145/3512976.
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Communication tools such as email facilitate communication and collaboration between speakers of different languages, who use two primary strategies-English as a common language and machine translation (MT) tools-to help them overcome language barriers. However, each of these communication strategies creates its own challenges for cross-lingual communication. In this paper, we compare how people's interpretations of an email sender's social intention, and their evaluation of the email and the senders, differ when using a common language versus MT in email communication. We conducted an online experiment in which monolingual native English speakers read and rated request emails written by native English speakers, emails written by bilingual Chinese speakers in English, and emails written in Chinese then machine-translated into English. We found that participants interpreted the social intentions of the email sender less accurately for machine-translated emails than for emails written by non-native speakers in English. Participants also rated the senders and emails less positively overall for machine-translated emails compared to emails written by non-native speakers in English. Based on these findings, we suggest design possibilities that could better aid multilingual communication.
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Melvin, L., K. Connolly, L. Pitre, K. L. Dore, and P. Wasi. "Improving medical students’ written communication skills: design and evaluation of an educational curriculum." Postgraduate Medical Journal 91, no. 1076 (March 26, 2015): 303–8. http://dx.doi.org/10.1136/postgradmedj-2014-132983.
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Savchenko, E., and A. Yu Khokhlova. "Features of Written Language in Virtual Communication of Deaf Teenagers." Клиническая и специальная психология 8, no. 2 (2019): 124–39. http://dx.doi.org/10.17759/cpse.2019080207.
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The article is devoted to the analysis of written language of adolescents and young people with hearing impairment in the virtual space. The study involved 28 people, aged 16 to 20 years, 14 of them were with hearing impairments. 3 people at the age of 16 years old, 9 people are 17 years old, 4 people are 18 years old. The first part of the study was conducted as online questionnaires, which was aimed to clarify preferred virtual spaces for communication, the attitude to the written communication, also creative tasks for evaluation of written language developed by O.V. Vilenskaya was included. The second part consisted of analysis of the contents of the social network profile of the participants. The results have shown that the written language of deaf adolescents and young people in social networks reflected the general features of their verbal communication and social relations (in general, they use less detailed written statements than hearing peers do, less actually initiated written language, less flexible writing, less partners for communication in social networks, the prevalence of consistency errors). Nevertheless, it is significant that they appreciate the importance of writing and try to monitor its accuracy. Virtual communication in the life of young people with hearing impairments plays the same role as in the life of hearing peers and they successfully master this side of modern reality.
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Ferguson, McKenzie C., and Leah Shan. "Survey Evaluation of Pharmacy Practice Involving Deaf Patients." Journal of Pharmacy Practice 29, no. 5 (July 9, 2016): 461–66. http://dx.doi.org/10.1177/0897190014568379.
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Introduction: For a patient who is deaf, providing patient care can be more difficult due to communication barriers. This study was conducted in order to better understand pharmacists’ current means of communicating with deaf patients as well as investigating pharmacists’ knowledge of their legal responsibility to these patients. Methods: Surveys were used to gather information from pharmacists and were distributed in areas with a large population of deaf patients. Results: Of the 73 pharmacists who completed surveys, 50 (68.5%) of them interact with at least 1 to 5 deaf patients monthly. Pharmacists responded that accessibility of interpreters is the most significant barrier to communication and providing written material is the method most used to communicate with deaf patients. None of the 73 pharmacists who completed the survey felt that they have a legal obligation to provide and pay for an interpreter. Conclusion: When interacting with a deaf patient, pharmacists may experience communication barriers. Pharmacists should strive to appropriately communicate with the deaf as well as familiarize themselves with legal obligations to this patient population.
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King, Paul E., and Ralph R. Behnke. "Computer Comment Files and Writing Evaluation." Journal of Technical Writing and Communication 16, no. 3 (July 1986): 273–76. http://dx.doi.org/10.2190/0ctl-eguq-7yh8-n0w3.
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The computer's ability to store and process large volumes of material can be very helpful in writing criticism and evaluation. By using this technological capability, evaluative decisions made by an instructor can be processed quickly and transformed into typewritten commentary. This article describes a method for storing anticipated instructional comments in computer memory and retrieving those comments for the purpose of providing both evaluative and reinforcing feedback to students. In this manner, the computer aids the instructor by improving the speed of encoding those comments into written form.
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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.”
Dissertations / Theses on the topic "Written communication – Evaluation"
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Vardi, Iris. "Tertiary student writing, change and feedback : a negotiation of form, content and contextual demands." University of Western Australia. Graduate School of Education, 2003. http://theses.library.uwa.edu.au/adt-WU2004.0047.
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This study aimed to examine the relationship between teacher written feedback and change in the writing of tertiary students in their final year of undergraduate study through investigating: (i) the characteristics of final year undergraduate tertiary students’ texts prior to receiving feedback; (ii) the way these characteristics change after written feedback is given; and (iii) the relationship between the changes made and the types of feedback given. The study examined student texts and teacher written feedback that arose naturally out of a third year disciplinary-based unit in which the students each submitted a text three times over the course of a semester, each time receiving feedback and a mark prior to rewriting and resubmitting. Two in-depth non-quantitative analyses were conducted: one analysing the characteristics of each of the students’ texts and how these changed over the course of the process, the other analysing the relationship between the different types of feedback and the changes that occurred in the subsequent text. The analysis of the students’ texts and their changes covered: (i) coherence; (ii) the sources used and the manner in which these were cited and referenced; (iii) academic expression and mechanics; and (iv) additional expectations and requirements of the writing task. These characteristics and their changes were related to the instructional approaches to which all the students had been exposed in their first, second and third year studies. The analysis shows that, on their own accord, the third year students were able to produce a range of generalisable characteristics reflecting the “basics” in writing and demands specific to the tertiary context that had been revealed through the instructional approaches used. The problems in the students’ texts were mainly related to (i) executing and expressing the specific requirements of the task and (ii) their reading of the social context. Most of the changes in the texts were related to the feedback given. Some of these changes directly resolved problems, however, others did not. Some changes occurred to accommodate other changes in the text and some were made to satisfy a demand of the lecturer sometimes resulting in a problem that did not present in the previous text. These findings enabled insights to be drawn on two major views of tertiary student writing: the deficit view in which the problems in student’s texts are seen to be due to a lack of “basic skills”; and the view that students’ problems arise due to the new demands of the tertiary context. The study found that the deficit view and the “new demands” view were unable to explain all the characteristics of the students’ texts and their changes. Arising out of these findings, this study proposes that the characteristics of a student’s text show the end result of how that student negotiated and integrated his/her understanding of form, content and contextual demands at the time of writing. In analysing the relationship between the different types of feedback and the changes that occurred, the feedback was categorised according to the issue that was being addressed, the manner in which it was given, and its scope. The different types of feedback were directly related to the changes that occurred in the students’ subsequent rewrites. The analysis shows that clear direct feedback on which students can act is strongly related to change where it (i) addresses characteristics that could be readily integrated into the existing text without the need to renegotiate the integration of form, content and contextual demands OR (ii) addresses characteristics and indicates to students how to negotiate the integration between form, content and contextual demands where integration in the text needs to change. In addition, the analysis shows that change is further influenced by the balance between the various individual points of feedback and the degree to which they reinforced each other. The findings from both analyses in this study show that the use of feedback that is strongly related to change can improve the writing of all students beyond what they learn through other instructional approaches to writing.
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Tangpijaikul, Montri. "The Thai university student's fine-tuning of discourse in academic essays and electronic bulletin boards performance and competence /." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/73139.
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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Dept. of Linguistics, 2009.Bibliography: p. 208-233.
Introduction -- Conceptual frameworks: language competence and the acquisition of modality -- Generic frameworks: speech, writing and electronic communication -- Linguistic frameworks: modality and related concepts -- Research design and methodologies -- FTDs in the ACAD and BB corpora -- Learner's use of FTDs in discoursal context and their individual repertoires -- Conclusions and implications.
While natural interaction is one of the important components that lead to successful language learning (Vygotsky 1978, 1986), communication in classroom practice in Thailand is mostly teacher-centered and not genuinely interactive. Online group communication is different because it allows learners to exercise interpersonal communicative skills through interaction and meaning negotiation, as in reciprocal speech situations. At the same time it gives learners time to think and produce language without having to face the kind of pressure they feel in face-to-face classroom discussion. The language learner's competence is thus likely to be enhanced by opportunities to communicate online, and to be more visible there than in academic contexts, although there is a dearth of experimental research to show this. One way of investigating the pedagogical potential of bulletin board discussions is to focus on the interpersonal linguistic devices used in textual interactions (Biber 1988). -- The purpose of this research is to find out whether students communicating online in bulletin board writing will exercise their repertoires of linguistic fine-tuning devices (hedges, modals, and intensifiers) more extensively than when writing academic essays. This was expected because hedges, modals and intensifiers are likely to be found in interactive discussions (Holmes 1983), while academic tasks do not create such an environment. Though hedges and modal devices are also found in academic genres (Salager-Meyer 1994, Hyland 1998), those used tend to be academic in function rather than communicative. -- In order to compare the frequency and variety of the fine-tuning devices used by learners in the two mediums, data was gathered from 39 Thai students of English at Kasetsart University, from (1) their discussions in online bulletin boards and (2) their academic essays. Tasks were assigned on parallel topics in three text types (narrative, explanatory, argumentative) for both mediums. The amount of writing was normalized to create comparable text lengths. Measures used in the quantitative analysis included tallying of the types and tokens of the experimental linguistic items, with the help of the AntConc 2007 computer concordancer. Samples of written texts from the two mediums were also analyzed qualitatively and compared in terms of their discourse structure (stages, moves and speech acts), to see which functional segments support or prompt particular types of pragmatic devices. -- The findings confirm that in electronic bulletin boards the students exercise their repertoires of fine-tuning devices more frequently, and use a greater variety of pragmatic functions than in academic essays. This is probably because online discussion fosters interactions that are more typical of speech (Crystal 2006), and its structure allows for a series of interpersonal moves which have no place in academic tasks. Text-type also emerged as a significant factor: writing argumentative texts prompted greater use of modals and intensifiers than the narrative and explanatory ones. Thus students' communicative competence showed itself most fully in the argumentative online assignments, and was not so evident in academic and expository essays. Frequent use of modal and intensifying elements was also found to correlate with the students' English proficiency grades, and how regularly they wrote online. This incidentally shows the importance of exposure to L2 in language acquisition, and that lower-proficiency learners need more opportunities to exercise their L2 resources in interactive discourse, in order to develop competence in using them. -- These research findings support Long's (1996) 'Interaction Hypothesis', that learners learn best in situations that cater for interaction; and Swain's (1985) 'Output Hypothesis', that learners need the chance to exercise their language naturally in a variety of contexts -through academic tasks as well as social interactions, which are equally important for language education. Extended performance opportunities undoubtedly feed back into the learner's communicative competence.
Mode of access: World Wide Web.
xi, 389 p. ill
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Keane-Sexton, Maureen Bridget. "One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533219506487089.
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Puhl, Les. "An evaluation of the procedures used to assess and remediate the perceived writing difficulties of undergraduate students in the Faculty of Education at Edith Cowan University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1127.
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The standards of written literacy of teacher-education students at Edith Cowan University are perceived by many staff to be inadequate. The Faculty of Education's response to this perceived inadequacy is to carry out a mandatory skills-based remedial writing programme for students whose literacy competencies are judged to be deficient, The instrument used to assess the students' literacy competencies is the English Skills Assessment test. The students' performances in the various skills which the test purports to measure, also determine the area in which they are given remedial instruction if the results of the test suggest this is necessary. However, many Faculty of Education staff are concerned that there are important conceptual, structural, and organisational inadequacies in students' writing which are not identified by the English Skills Assessment test and, therefore, are not attended to in remediation programmes based on the results generated by this test. This study was an evaluation of the remedial literacy programme conducted by the Faculty of Education at Edith Cowan University. The programme was evaluated from two perspectives (a) a theoretical perspective and (b) a practical perspective. Firstly, the study evaluated the procedures used by the Faculty of Education to diagnose and remediate writing difficulties among its first year student intake by comparing the assumptions underlying those procedures to the assumptions underlying a contemporary perspective of writing and the teaching of writing. This comparison revealed that not only were many of the procedures used by the Faculty ineffectual, but also some of the procedures used had the potential to inhibit the literacy development of its students. Secondly, the study investigated whether the English Skills Assessment test was able to identify (a) all the areas in which students experienced difficulties inwriting and (b) the students who were likely to experience the difficulties. The performances of 426 first year primary and secondary teacher education students attending the Mount Lawley Campus of the Edith Cowan University in the English Skills Assessment test were compared with their performances in a research-essay assignment, carried out as a normal part of their course work. The results of this aspect of the study reinforce the findings of an earlier study (Holbrook & Bourke, 1989) which reported that the English Skills Assessment test neither identified all the areas in which tertiary level students experience difficulty in their real writing nor the students likely to experience difficulties, This study shows that Holbrook and Bourke's findings, which related to narrative text, also applied when students wrote expository text. These results challenge the validity of the Faculty's use of the English Skills Assessment test as a means of identifying students with writing problems and show that any remedial writing programme based solely on the areas identified by the test will have a limited impact on the development of students' written literacy. In addition to the data originally sought for this study, other information came to light which showed the limitations of the way in which the Faculty conceptualises students' literacy needs. The emphasis of this programme is diagnosis and remediation. This conceptualisation has produced a literacy unit which is peripheral to the mainstream academic programme and which teaches the surface features of language in decontextualised, skills-based lessons. As a consequence, the unit: (a) is accorded marginal status by lecturers and students alike, ( b ) bears little relationship to what is happening in other units of the course, and (c) contributes little, if anything, to students' literacy development. It is clear from the findings of this study that the Faculty of Educator's remedial literacy programme contains serious flaws which cannot be rectified by attempting to modify the existing programme, The study concludes by recommending that the Faculty of Education should abandon its existing programme, along with its remedial emphasis, and institute a new programme designed to cater for the literacy needs of all its students. That is, all incoming students should be required to undertake a foundation unit which outlines the Faculty of Education's requirements and expectations of students, and teaches them the structures and processes (reading, writing, and thinking) required for successful learning in Bachelor of Arts (Education) courses.
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Nery, Marta Maria de Almeida. "Aspectos do tratamento da oralidade nos livros didáticos de português do ensino fundamental: algumas sugestões." Programa de Pós-Graduação em Letras e Linguística da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/10999.
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O objetivo desta dissertação de Mestrado, fundamentada no paradigma funcional da linguagem, foi analisar as atividades de produção de texto, na modalidade oral, presentes em duas coleções de Língua Portuguesa do Ensino Fundamental recentemente publicadas. Para tanto, três aspectos foram considerados: o primeiro, se o texto oral foi o ponto de partida da aprendizagem; o segundo, se a concepção de gêneros textuais se fez evidente; por fim, se as características intrínsecas à oralidade foram contempladas. Nas duas coleções analisadas, os gêneros orais trabalhados foram o debate e a exposição (seminário), contemplando aspectos como o conteúdo temático, a constituição composicional e o estilo, em maior ou menor detalhes, a depender da série. Concluiu-se que existe, por parte dos autores das respectivas coleções analisadas, a intenção de trabalhar com a modalidade oral, porém isto acontece de maneira limitada, sendo inegável a predominância dos gêneros textuais da modalidade escrita, em sua variedade culta. Foram sugeridos diversos momentos em que a modalidade oral poderia ter sido trabalhada, através da entrevista, do conto maravilhoso, do cordel e de relatos. Também foi enfatizada a importância de se partir das conversações, gênero oral prototípico, com tudo que lhe é peculiar, para, em seguida, se fazer um cotejo com os gêneros orais formais e praticá-los em sala de aula.
Salvador
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Marco, Galindo Maria Jesús. "Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC." Doctoral thesis, Universitat Oberta de Catalunya, 2013. http://hdl.handle.net/10803/145070.
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La importància de la competència comunicativa escrita per als professionals de l'àmbit TIC està àmpliament referida en la literatura científica, que deixa constància de les mancances de molts professionals a l'hora de presentar informes, projectes o qualsevol altra comunicació. Malgrat la percepció generalitzada d'aquesta situació, els plans d'estudi de les carreres TIC, sobretot en el context europeu, han plantejat poc o gens la formació en aquesta competència. No és fins fa poc, durant la darrera dècada, que aquesta tendència ha començat a canviar a conseqüència de la progressiva adaptació dels plans d'estudi a les directrius de l'Espai Europeu d'Educació Superior (EEES). L'EEES impulsa significativament la incorporació explícita en el plans d'estudi de l'ensenyament-aprenentatge de les competències transversals, com ara la competència comunicativa. És, doncs, un moment òptim per a estudiar diferents vies per a fer-ho, posar-les en pràctica i estudiar-ne l'efectivitat.La importancia de la competencia comunicativa escrita para los profesionales del ámbito TIC está ampliamente referida en la literatura científica, que deja constancia de las carencias de muchos profesionales a la hora de presentar informes, proyectos o cualquier otra comunicación. A pesar de la percepción generalizada de esta situación, los planes de estudio de las carreras TIC, sobre todo en el contexto europeo, han planteado poco o nada la formación en esta competencia. No es hasta hace poco, durante la última década, que esta tendencia ha empezado a cambiar como consecuencia de la progresiva adaptación de los planes de estudio a las directrices del Espacio Europeo de Educación Superior (EEES). El EEES impulsa significativamente la incorporación explícita en los planes de estudio de la enseñanza-aprendizaje de las competencias transversales, como la competencia comunicativa. Es, pues, un momento óptimo para estudiar diferentes vías para hacerlo, ponerlas en práctica y estudiar su efectividad.
The importance of written communication skills for professionals in the field of ICT is widely referred to in the literature, which also mentions the shortcomings of many professionals when writing reports, projects or other documents. However, despite the widespread perception of the situation, the curricula of ICT degrees, especially in the European context, have proposed little or no training in this skill. Not until recently, in the last decade, this trend has begun to change as a result of the gradual adaptation of curricula to the guidelines of the European Higher Education Area (EHEA).
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Lindle, Rachel L. "LEARNING TO RETELL STORIES THROUGH COMPARATIVE TEACHING: WRITING AND DRAWING." UKnowledge, 2014. http://uknowledge.uky.edu/art_etds/7.
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Students who are emergent readers and writers are often difficult to assess, as they are unable to communicate understanding in writing. From my observations, these students communicate ideas best through concrete forms of expression, rather than the abstract formation of letters and writing that is unfamiliar to them. Drawing provides an alternate form of expression from writing. Based on information found in literature review and personal experiences from working with students who are emergent readers and writers, pictures and drawings are a bridge to communicate ideas with these students. This form of expression and communication may be a useful assessment tool for students at this developmental stage. The purpose of this research study is to test the hypothesis that retelling using visual art representations of the story will yield positive results.
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Gabrielson, Eva. "Getting your message across. : Evaluating cross-linguistic influence on communicative competence in written learner English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-171710.
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Abstract Acquiring communicative competence and the ability to communicate in writing are essential goals for second language learners and of the highest importance to achieving educational success. Opportunities to express ideas in writing are essential for students’ language development. Learners therefore need to be encouraged to take the risk of making errors in order to be able to express ideas, thoughts and knowledge with enthusiasm. This thesis defines and investigates some important factors contributing to the development of communicative competence and performance in the context of Second Language Acquisition (SLA) research and Communicative Language Teaching (CLT). The main aim of the study is to focus on how Swedish learners make use of their first language (L1) as a cognitive and strategic source in their written English communication. Cross-linguistic influence, or transfer errors, from Swedish in the written English of high school students are taken from samples of writing from the Uppsala Learner English Corpus (ULEC). The study evaluates the potential of transfer from the L1 to either facilitate or inhibit the communicative purpose, i.e., ‘getting the message across’. The most serious errors in the data were found to result in confusing, inappropriate or incomprehensible structures. Finally, the study draws attention to some aspects of communicative language teaching and learning that teachers should be aware of in the development and assessment of students’ communicative ability in written performance. The study found that negative language transfer was found to affect communication to various degrees of seriousness but could at times also be considered a useful and necessary strategy for getting a message across. Transfer errors were often idiosyncratic and were most frequent among males between 16-17 years-old enrolled in vocational programmes. Prepositional transfer errors were the most common, however; incorrectly used lexical items, in particular, false friends and other vocabulary substitutions, as well as literal translations of phrases and idiomatic expressions potentially resulted in the most serious errors. Word order errors also interfered substantially with the message in many cases. On the other hand, grammatical transfer errors such as incorrect us of articles, pluralisation and verb tense generally did not change the meaning to any greater extent. In fact, transfer errors can be communicative as long as the message gets across.
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Nel, H. I. "Die evaluering van die rektoraatsomsendskrywes as kommunikasiekanaal aan die Universiteit van Suid Afrika." 1996. http://hdl.handle.net/10500/15599.
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Text in AfrikaansDie Rektoraatsomsendskrywe word binne die Universiteit van Suid-Afrika (Unisa) gebruik as mondstuk vir die Bestuur, maar ook terselfdertyd om inligting van en/of oor Departemente, Afde lings en Institute aan ander Departement, Afde lings en Institute oor te dra. Veral inligting betreffende personeelaangeleenthede, departemente le aange l eenthede, gel eenthede aangebi ed deur 'n Departement, verandering in diensvoorwaardes, die beleid van Unisa, die eksterne publieke van Unisa en die verbetering van die algemene welstand van die personeel word versprei. Die vraag het ontstaan in welke mate hierdie kommunikasiekanaal effektief funksioneer. Daar wil ook vasgestel word hoe belangrik die Rektoraatsomsendskrywes as kommunikasiekanaal beskou word in die totale kommunikasiesisteem van Unisa. 1.3 PROBLEEMFORMULERING Die doel van hierdie studie is om die Rektoraatsomsendskrywe as kommunikasiekanaal binne Unisa te evalueer. 1.4 AANNAMES Die volgende aannames ten opsigte van die huidige status van die Rektoraatsomsendskrywe as kommunikasiekanaal aan Unisa gaan geverifieer en vergelyk word met die riglyne soos wat dit onder punt 3 uiteengesit word. Die Rektoraatsomsendskrywe word beskou as die belangrikste kommunikasiekanaal waardeur die Bestuur vinnig met alle Personeel gelyktydig kan kommunikeer. Die Rektoraatsomsendskrywe funksioneer nie optimaal nie. Personeel verkies Rektoraatsomsendskrywe in ten minste Afrikaans en Engels. Die uitleg van die Rektoraatsomsendskrywe voldoen nie aan die behoeftes van die personeel nie. 3 Te veel Rektoraatsomsendskrywe het gedurende 1995 verskyn, dit wil se oorlading het voorgekom. Die gedrukte formaat Rektoraatsomsendskrywe word verkies bo die Rektoraatsomsendskrywe in elektroniese formaat. Die verspreiding van sekere reekse Rektoraatsomsendskrywe aan sekere teikengroepe het tot gevolg dat inligting wat van toepassing is op alle personeel, slegs aan sekere groepe personeel gestuur word. Daar is nie konsekwentheid in die tipe inligting wat aan die verskillende teikengroepe gestuur word nie.
Communication Science
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Khazarova, Ashkhen. "Problematika chyby v psaných projevech ruských mluvčích (na materiálu českého jazyka)." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-307810.
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In our diploma thesis we deal with mistakes in written discourse of Russian speakers. We are trying to explore the mistakes of Russian speakers on the materials of the Czech language and create several lingvodidactic recommendations about how to interpret the topic and how to prevent mistakes. We indtroduce a plentifully used communicative method for teaching foreign languagues and discribe four basic language skills. Key words: communicative method, basic language skills, written discourse, written communication, mistake, classification of mistakes, causes of mistakes, evaluation of mistakes.
Books on the topic "Written communication – Evaluation"
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Hart, D. J. The development of a French language writing test, pilot phase: Final report to the French Training and Evaluation Centre. [Toronto]: Modern Language Centre, O.I.S.E., 1989.
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Corrin, Harry. On your marks: Guide to the evaluation and improvement of writing in the transition years. Nepean, ON: Program Evaluation, Carleton Board of Education, 1992.
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Berman, Robert. Effects of teachers' written comments on the learning by advanced ESL students of discourse in second language writing. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1991.
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N, Applebee Arthur, Educational Testing Service, National Assessment of Educational Progress (Project), and National Center for Education Statistics., eds. NAEP writing report card. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1994.
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F, Lunsford Ronald, ed. Twelve readers reading: Responding to college student writing. Cresskill, N.J: Hampton Press, 1995.
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Sourcebook of interactive practice exercises in mental health. New York: Springer, 2011.
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"Good writing" in cross-cultural context. Albany, NY: State University of New York Press, 1996.
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Loch, Wolfgang. Schriftliche Formulierungsprobleme in der Sekundarstufe II: Analysen und Förderungskonzepte. Frankfurt am Main: Peter Lang, 2010.
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Grammatical correctness and communicative ability: A performance analysis of the written and spoken English of Swedish learners. Umeå: [Universitetet], 1987.
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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.
Find full textBook chapters on the topic "Written communication – Evaluation"
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Dodd, Barbara J., Lydia K. H. So, and Li Wei. "Symptoms of Disorder Without Impairment: The Written and Spoken Errors of Bilinguals." In Evaluating Theories of Language: Evidence from Disordered Communication, 119–36. London, England: Whurr Publishers Ltd, 2008. http://dx.doi.org/10.1002/9780470699133.ch6.
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Makhlouf, Jihed, and Tsunenori Mine. "Automatic Evaluation of Students’ Learning Experience Based on Their Freely-Written Comments." In Communications in Computer and Information Science, 480–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86439-2_25.
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D’Onofrio, Grazia, Annamaria Petito, Antonella Calvio, Giusi Antonia Toto, and Pierpaolo Limone. "Robot Assistive Therapy Strategies for Children with Autism." In Psychology, Learning, Technology, 103–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_7.
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AbstractBackground: Autism spectrum disorder (ASD) is a category of neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts as well as restricted, repetitive patterns of behaviour, interests, or activities. Social robots offer clinicians new ways to interact and work with people with ASD. Robot-Assisted Training (RAT) is a growing body of research in HRI, which studies how robots can assist and enhance human skills during a task-centred interaction. RAT systems have a wide range of application for children with ASD.Aims: In a pilot RCT with an experimental group and a control group, research aims will be: to assess group differences in repetitive and maladaptive behaviours (RMBs), affective states and performance tasks across sessions and within each group; to assess the perception of family relationships between two groups before and post robot interaction; to develop a robotic app capable to run Raven’s Progressive Matrices (RPM), a test typically used to measure general human intelligence and to compare the accuracy of the robot to capture the data with that run by psychologists.Material and Methods: Patients with mild or moderate level of ASD will be enrolled in the study which will last 3 years. The sample size is: 60 patients (30 patients will be located in the experimental group and 30 patients will be located in the control group) indicated by an evaluation of the estimated enrolment time. Inclusion criteria will be the following: eligibility of children confirmed using the Autism Diagnostic Observation Schedule −2; age ≥ 7 years; clinician judgment during a clinical psychology evaluation; written parental consent approved by the local ethical committee. The study will be conducted over 10 weeks for each participant, with the pretest and post test conducted during the first and last weeks of the study. The training will be provided over the intermediate eight weeks, with one session provided each week, for a total of 8 sessions. Baseline and follow-up evaluation include: socioeconomic status of families will be assessed using the Hollingshead scale; Social Communication Questionnaire (SCQ) will be used to screen the communication skills and social functioning in children with ASD; Vineland Adaptive Behavior Scale, 2nd edition (VABS) will be used to assess the capabilities of children in dealing with everyday life; severity and variety of children’s ripetitive behaviours will be also assessed using Repetitive Behavior Scale-Revised (RBS-R). Moreover, the perception of family relationships assessment will be run by Portfolio for the validation of parental acceptance and refusal (PARENTS).Expected Results: 1) improbe communication skills; 2) reduced repetitive and maladaptive behaviors; 3) more positive perception of family relationships; 4) improved performance.Conclusions: Robot-Assisted Training aims to train and enhance user (physical or cognitive) skills, through the interaction, and not assist users to complete a task thus a target is to enhance user performance by providing personalized and targeted assistance towards maximizing training and learning effects. Robotics systems can be used to manage therapy sessions, gather and analyse data and like interactions with the patient and generate useful information in the form of reports and graphs, thus are a powerful tool for the therapist to check patient’s progress and facilitate diagnosis.
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Fuchs, Jörg. "Design Science with a Focus on User-Centred Evaluation of Written Information." In Communicating about Risks and Safe Use of Medicines, 333–84. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3013-5_12.
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Peng, Hua, and Yixin He. "Analysis of Subway Braking Performance Based on Fuzzy Comprehensive Evaluation Method." In Proceeding of 2021 International Conference on Wireless Communications, Networking and Applications, 805–12. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2456-9_81.
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AbstractIn the process of subway operation, the braking system is a complex system, and its state detection is for high data accuracy and state positioning accuracy According to the structure of the braking system and the principle of the braking method, the basic braking performance parameters of the system are analyzed, combined with the abnormal state of the subway brake cylinder pressure data, the braking process is divided into two stages: brake cylinder pressure establishment and peak stability. And define the six characteristic parameters of 90% brake cylinder pressure establishment time, special slope period time, stable pressure value, stable pressure standard deviation, maximum value and minimum value. Aiming at the braking process performance, a data mining theory is proposed, and software based on the fuzzy comprehensive evaluation method is written to analyze the deterioration of the braking performance of subway vehicles. The actual on-board data is used as an example to verify the reliability of the theory.
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Yu, Guorui, Guangliang Yang, Tongxin Li, Xinhui Han, Shijie Guan, Jialong Zhang, and Guofei Gu. "MinerGate: A Novel Generic and Accurate Defense Solution Against Web Based Cryptocurrency Mining Attacks." In Communications in Computer and Information Science, 50–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4922-3_5.
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AbstractWeb-based cryptocurrency mining attacks, also known as cryptojacking, become increasingly popular. A large number of diverse platforms (e.g., Windows, Linux, Android, and iOS) and devices (e.g., PC, smartphones, tablets, and even critical infrastructures) are widely impacted. Although a variety of detection approaches were recently proposed, it is challenging to apply these approaches to attack prevention directly.Instead, in this paper, we present a novel generic and accurate defense solution, called “MinerGate”, against cryptojacking attacks. To achieve the goal, MinerGate is designed as an extension of network gateways or proxies to protect all devices behind it. When attacks are identified, MinerGate can enforce security rules on victim devices, such as stopping the execution of related JavaScript code and alerting victims. Compared to prior approaches, MinerGate does not require any modification of browsers or apps to collect the runtime features. Instead, MinerGate focuses on the semantics of mining payloads (usually written in WebAssembly/asm.js), and semantic-based features.In our evaluation, we first verify the correctness of MinerGate by testing MinerGate in a real environment. Then, we check MinerGate’s performance and confirm MinerGate introduces relatively low overhead. Last, we verify the accuracy of MinerGate. For this purpose, we collect the largest WebAssembly/asm.js related code with ground truth to build our experiment dataset. By comparing prior approaches and MinerGate on the dataset, we find MinerGate achieves better accuracy and coverage (i.e., 99% accuracy and 98% recall). Our dataset will be available online, which should be helpful for more solid understanding of cryptojacking attacks.
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Verezub, Elena, Hua Wang, and Jeremy Glover. "An Innovative Approach to Training International Students in Workplace Written Communication Skills." In Handbook of Research on Transnational Higher Education, 419–31. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch021.
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According to the “Employability Skills for the Future” report (DEST, 2002), communication skills are one of the essential employability skills, which contribute to a productive and harmonious relationship between employees and customers. This chapter discusses an innovative approach to the design, delivery, and evaluation of the “Workplace Written Communication Skills for the Hospitality Industry” program. The delivery of the program is based on blending traditional approaches with incorporating a custom-built e-learning program in teaching how to read e-texts effectively while applying metacognitive reading strategies. The results of the program demonstrate both qualitatively and quantitatively that students improve their written communication skills required for the workplace and their success in the university study, as well as increase their motivation and self-confidence. This, in turn, has implications not only for the development and teaching of the program; it suggests new ways for the overall development of communication skills programs and training international students.
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L’Abate, Luciano. "Of Paradigms, Theories, and Models." In Handbook of Research on Technoself, 84–104. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2211-1.ch005.
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This chapter attempts to define and clarify differences among paradigms, theories, and models in communication science according to a hierarchical conceptual structure or pyramidal flowchart. A paradigm is an overarching, speculative world-view that represents the value system of researchers and scholars who claim to follow it loyally. A theory is a conceptual framework that is amenable to indirect empirical evaluation through interrelated models. A model is a construct defined and evidenced by one or more dimensions that are amenable to empirical verification. Examples of such structure are provided from a general example, from Family Communication, from Communication Science in general, and more specifically from Relational Competence Theory (RCT). Models from RCT are then related to models from Communication Science, including also written communication. Writing allows to link models of RCT to specific workbooks or interactive practice exercises that permit evaluation of models in a more dynamic manner than inert psychological tests. Communications based on distance writing are becoming an important component of techno-self in their multifarious applications to mental health, including promotion of health and prevention and treatment of mental illnesses. From a past auditory/ verbal self, these applications imply a present/digital/visual self.
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El-Amin, Abeni. "Effective Leadership Practices Transform Graduate Education." In Elevating Intentional Education Practice in Graduate Programs, 214–40. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-4600-3.ch012.
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Educational leadership requires more than designing a plan of action and persuading others to adopt the vision. Educational leadership is about encouraging others to be a part of the solutions that persist in innovative ways. Utilizing feedback communication with stakeholders (students, parents, teachers, administrators, community, policy makers) improves initiatives and legal compliance implementation, which is a value-added to organizational excellence. Principled leadership fosters transparency in daily interactions. Educational leadership requires that one consistently communicates the vision to those above and below. Educational leadership must be diligent in both stating visions clearly and following up with written documentation. Evaluation allows others the capability to follow through with graduate programming vision. Working collaboratively with other leaders includes collaborating in the envisioning process. In this way, others feel connected to the process and the solution.
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Hoffmann, Roald. "Molecular Beauty." In Roald Hoffmann on the Philosophy, Art, and Science of Chemistry. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199755905.003.0027.
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My wife and I were on our way to Columbus, Ohio. After I settled on the airplane, I took out a manuscript I was working on—typical for the peripatetic obsessive chemist. Eva glanced over and asked, “What are you working on?” I said: “Oh, on this beautiful molecule.” “What is it that makes some molecules look beautiful to you?” she asked. I told her, at some length, with pictures. And her question prompted this essay. What follows is an empirical inquiry into what one subculture of scientists, chemists, call beauty. Without thinking much about it, there are molecules that an individual chemist, or the community as a whole, consider to be the objects of aesthetic admiration. Let’s explore what such molecules are, and why they are said to be beautiful. In the written discourse of scientists, in their prime and ritual form of communication, the periodical article, they’ve by and large eschewed emotional descriptors. Even ones as innocent as those indicating pleasure. So it is not easy to find overt written assertions such as “Look at this beautiful molecule X made.” One has to scan the journals for the work of the occasional courageous stylist, listen to the oral discourse of lectures, seminars, the give-and-take of a research group meeting, or look at the peripheral written record of letters of tenure evaluation, eulogies or award nominations. There, where the rhetorical setting seems to demand it, the scientist relaxes. And praises the beautiful molecule. By virtue of not being comfortable in the official literature—in the journal article, the textbook or monograph—aesthetic judgments in chemistry, largely oral, acquire the character of folk literature. To the extent that the modern-day subculture of chemists has not rationally explored the definition of beauty, these informal, subjective evaluations of aesthetic value may be inconsistent, even contradictory. They are subfield (organic chemistry, physical chemistry) dependent, much like the dialects, rituals or costumes of tribal groups. In fact the enterprise of excavating what beauty means in chemistry seems to me to have much of the nature of an anthropological investigation.
Conference papers on the topic "Written communication – Evaluation"
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Buhari, Seyed, and Rayed Alghamdi. "IMPACT OF RUBRICS-BASED EVALUATION ON ENHANCEMENT OF IT STUDENTS’ WRITTEN COMMUNICATION SKILLS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0284.
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Sonseca, Agueda, Oscar Sahuquillo, Jose Martinez-Casas, Javier Carballeira, Francisco David Denia, and Juan Jose Rodenas. "Assessment of oral and written communication competences in the European Higher Education Area: a proposal of evaluation methodologies." In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.485.
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Stanciu, Florentina. "Training in French communication skills in online learning through the efficient use of video sequences." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p146-150.
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The last decades, characterized by changes in the transnational relationships, by the growth of the European Union and the increasing need to communicate in the globalized world, lead to a reevaluation of the practices, methodologies and materials used in teaching languages, especially in teaching French as a foreign language. Online learning completes the classical learning suggesting accessible information which can be accessed anytime through electronic platforms. Qualitative online learning involves planning online learning, online teaching and online learning its-self. Using multimedia contents in teaching constitutes an advantage in shaping the communicative competence of the students in French as a result of the pictures in general and particularly of the videos, which make learning efficient. Interaction and communication facilitate the learning-teaching-evaluation process and the authentic materials – the videos expose the learner to situations which enable them to improve the comprehension competences, the written and oral communication and the development of intercultural competences.
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Hamacher, Kevin, and Rüdiger Buchkremer. "Sensory-Marketing-Evaluation of E-Commerce Websites with Artificial Intelligence." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.51.
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Multisensory consumer engagement on e-commerce websites is technically limited to visual, acoustic, and written elements. Consumers communicate, buy, and share products and services via digital environments in which sensory information is limited. To improve consumers' online sensory experience, media types and the content need to be quantitatively assessed and adapted. This project aims to develop a quantitative model, an Online Sensory Marketing Index (OSMI), which assesses ecommerce websites in multisensory communication quality. The OSMI will be supported by an automatic procedure that is based on artificial intelligence. Content of texts, images, and videos is evaluated by natural language processing (NLP), natural language generation (NLG) as well as automatic machine learning (AutoML) procedures. Multiple e-commerce websites from various industries are examined.
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Wang, Nenzi, and Chih-Ming Tsai. "Performance Evaluation of a Multiprocessor Cluster for a Thermohydrodynamic Lubrication Analysis." In World Tribology Congress III. ASMEDC, 2005. http://dx.doi.org/10.1115/wtc2005-63433.
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This study presents a performance evaluation of two parallel programming paradigms, OpenMP and message-passing interface (MPI), for thermohydrodynamic lubrication analysis. In this study the performance of parallel computing in MPI cluster is equivalent to a similarly configured single-system image cluster. For a reasonable parallel efficiency (75%) the experimentally determined minimum execution times for the tasks to be conducted in parallel are approximate 0.5 and 5.0 seconds for OpenMP and MPI parallelism, respectively. It is noted that OpenMP programming allows parallel applications to be developed incrementally and supports fine-grain communication in a very cost effective manner. A computer program written in part to perform two or more tasks simultaneously may well be a computation norm in future tribological study.
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Honda, Tomonori, Maria C. Yang, Andy Dong, and Haifeng Ji. "A Comparison of Formal Methods for Evaluating the Language of Preference in Engineering Design." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-29045.
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In design, as with many fields, the bases of decisions are generally not formally modeled but only talked or written about. The research problem addressed in this paper revolves around the problem of modeling the direct evaluation of design alternatives and their attributes as they are realized in linguistic communication. The question is what types of linguistic data provide the most reliable linguistic displays of preference and utility. The paper compares two formal methods for assessing a design team’s preferences for alternatives based on the team’s discussion: APPRAISAL and Preferential Probabilities from Transcripts (PPT). Results suggest that the two methods are comparable in their assessment of preferences. This paper also examines the nature of consistency in the way design teams consider the attributes of a design. Findings suggest that assessment of an attribute can change substantially over time.
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Poce, Antonella, Francesco Agrusti, and Maria Rosaria Re. "Use of webcasting and development of critical thinking skills." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5452.
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The present contribution describes the results of a research carried out at the Laboratory of Experimental Research - Department of Education, Roma TRE University. Main aim of the research is to assess if it possible to increase critical thinking skills in university students, through meaningful online cultural insights in general and webcasting in particular. Students in Education attended part of the course “Methodology of Research” online, through a webcasting activity: cultural insights, guided discussions, videos, built on structured models, prompted reasoning, elaboration of ideas and knowledge connections. Students had the possibility to deepen knowledge and abilities linked to the themes of the course, but also to develop argumentation skill, communication and critical evaluation skill. The data analysis presented in this report were developed along the double diachronic and synchronic dimensions; the evolution of critical thinking skills has been verified by the lexicon-metric analyses of written production.
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Brackin, Patricia D., and J. Darrell Gibson. "Techniques for the Implementation, Administration, and Evaluation of Industrially Sponsored Capstone Design Projects in the ME Curriculum." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-16026.
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The benefits of company sponsored capstone design projects, both to academia and to industry, have been well established. At Rose-Hulman the benefits to students include the broadening of their engineering skills, the required interaction with practicing engineers, the strengthening of teaming skills by working in design groups, the development of communication skills with required oral and written reports, and the experiences of project management. These projects are "owned and managed" by the student teams with company contacts providing appropriate data and information and with faculty serving as advisors only. The authors have developed and improved these student/industry interactions over the last few years with over 120 students working with about 30 different companies each year. ABET 2000 requires that graduates demonstrate the ability to design a system, component or process to meet a given need. The capstone design course is the natural place to assess whether or not the outcome is met. It is the purpose of this paper to identify the necessary steps for soliciting, screening, and selecting the types of company projects that will enhance educational objectives and further industrial partnerships. A further purpose is to demonstrate how the course is used to assess the ABET design outcome. Finally the paper discusses how the authors have recently improved this client based design experience and the quality of the final design by utilizing project managers from Rose-Hulman Ventures (the innovation and incubation technology arm of Rose-Hulman) as "design review teams" to meet with and to serve as additional resources to the student teams.
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Fardilha, Margarida, and Magda Carvalho Henriques. "How to motivate students to learn Metabolic Biochemistry in a Biomedical Sciences curricula." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9315.
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Teaching methodologies used in biochemistry classes at the University level are traditionally dependent on theorical classes. The assessment is usually based on written tests performed at the end of the semester. However, most students who learn metabolism by this traditional method consider the study of metabolic biochemistry a terrifying and unforgettable experience. Understanding biochemical metabolic pathways was the proposed goal of the Medical Biochemistry curricular unit. To this end, the multi-method active learning approach was used in order to increase students’ motivation towards the learning process and to allow the development of skills associated with group conflict resolution, critical thinking and communication skills. Overall, students and learning facilitators were highly motivated by the diversity of learning activities, particularly due to the emphasis on correlating theoretical knowledge with human health and disease. As a quality control exercise, the students were asked to answer a questionnaire on their evaluation of the teaching/learning experience. Thus, the initial analysis of the student’s perception questionnaires permits to conclude that the approach undertaken yields results that surpass the traditional teaching methods. Investing in preparing attractive and motivating classes increases students and teacher’s general satisfaction and the learning/teaching process becomes more efficient.
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Vilka, Ilze. "Promotion of Listening Skills in Preschool Children with Phonological Insufficiency." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.65.
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This article is devoted to identifying the possibilities of promoting the development of listening skills in preschool children with phonological insufficiency. Underdeveloped listening skills and phonological insufficiency have a negative impact on speech development and language acquisition. During life, in interpersonal communication, people engage in four types of linguistic activity: listening, speaking, reading and writing. Listening is considered the most important skill, as it is through listening that an individual acquires most of their information and knowledge, including understanding the pronunciations of speech sounds, learning to distinguish them by hearing, and acquiring an understanding of words, sentences and texts. Children learn to perceive, comprehend and respond to hearing information by providing oral or written answers. The aim of this study is to theoretically investigate and practically evaluate the possibilities of promoting listening skills in children with phonetic-phonemic deficiencies. Methodology: The research was carried out using a literature review and speech therapy sessions to improve listening skills in preschool children with phonological insufficiency. Results: 42 children aged 5–6 years with phonological insufficiency were involved in the study. The study was conducted in speech therapy sessions over a period of three months. Initial and repeated assessments of listening skills were carried out. The evaluation criteria were based on speech therapy and educational theories. The repeated assessment of listening skills showed dynamic growth in all children included in the study.