A TERM PAPER OF GRADE 11-GAS SUBJECTS

A TERM PAPER REQUIREMENT REPRESENTED BY:

JESUS FRED M. ABELLA

SUBMITTED TO: MS. MELODY P. NIEZ

MAY 2023
Introduction
This literature review aims to bring together sources of information, including empirical
researcher, practice-based evidence and relevant theory that offer insights into how students
develop their oral communication practices through their higher education (HE)experiences. As
this is a broad area some delineation is necessary. Our particular focus will be on the current
nature of oral communication and its assessment in HE, preparing and delivering presentations,
speaking in seminars/discussion groups, intercultural communication and ensuring inclusivity
when developing and assessing oral communication practices. As these aspects are inextricably
interlinked we will also explore relationships between them. The review highlights strengths and
weaknesses of current practices and explores approaches for making practice more effective,
with the intention of providing a point of departure for the work of the Learn Higher Oral
Communication Learning Area.

Oral communication is the exchange of information and ideas through spoken word. It can be
directly in person in a face-to-face interaction or through an electronic device such as a phone,
video platform or radio. The most effective way for businesses to transmit information verbally
is through oral communication, such as a staff meeting, webinar and workshop.

When starting a business and creating a website, it’s important to have strong written copy, text
and images that “speak” for one’s brand. Anything beyond the written or visual format falls
under oral communication. Entrepreneurs, individuals and business owners must have sharp,
concise and clear verbal communication skills to best connect with stakeholders and build lasting
relationships. Furthermore, oral communication is vital for learning and understanding those in
your environment on a daily basis, both personally and professionally. It is a fundamental aspect
of learning a language and helps solve problems. It also allows people to quickly exchange
information and it conveys emotion in conversations.

Oral communication establishes between two or more people using a shared language or code.
Through a physical transmission medium, which was traditionally the air. However, today we
can add the telephone or video conference. Oral communication allows us to transmit
information, ideas, feelings, emotions, beliefs, opinions, attitudes, etc. To carry out verbal
communication, we use the voice to reproduce the sounds of the language, form words, and
create messages that cover the information we want to convey to our talker.
Oral communication refers to process with the help of which the messages or the
information are exchanged in between the sender and the receiver with the help of word of
the mouth. It takes recourse to the spoken words that aids in transferring the information
along with the understanding from one person to another. This essay discusses about the
strategies that can be used within the framework of the oral communication classrooms. This
essay elucidates on the context where the oral communication strategies can prove to be
useful. How many times have you had to type out a message and felt annoyed because it is more
burdensome than just saying it? Oral communication has always been the most convenient
method of communication, as it is faster and easier! But it can be tricky. You must be cautious of
your wording and tone to ensure you have not upset anyone. You also have to ensure that the
message has been well-received. There are skills and strategies that help make oral
communication effective and efficient. Not just that. You can learn a lot more about oral
communication here. We prepared for you examples of oral communication in business and an
analysis of the advantages and disadvantages of this kind of communication. Happy reading!
Related Review
A glance at a selection of module outlines and programmer specifications indicates the array of
HE learning and teaching activities that involve oral communication, including seminar and
small group discussions, mock interviews, moots, role plays, group and individual oral
presentations and project and dissertation viva. Oral communication is considered to be a core
aspect of employability (Knight and Yorke, 2006) and in recognition of its importance for
university students and graduates all QAA (2006) subject benchmark statements also include,
under transferable or non-subject specific skills, the need for students to be able to present
information orally. Hughes and Large (1993) found that a number of students have a level of
oral communication considerably discrepant from their written communication and argue that, if
both written and oral forms of communication are required of students by employers, both
should be developed through degree programmers and should contribute to the final degree class
awarded. Although written assessment forms overwhelmingly outnumber oral assessment form
within HE curricula, oral assessment has held a longstanding important role, particularly in
professional education such as medicine and law (Joughin, 1998). Oral assessment might simply
be defined as the process of assessing a person’s oral presentation style and their ability to
support their arguments/opinions effectively through the use of spoken communication. Oral
assessment is often used as a tool for testing the knowledge of students in a way that allows
assessors to probe and scrutinise students, for example through a viva, which they are otherwise
unable to do through the use of exams and coursework. Although there are many similarities in
the oral assessment practices described in literature, Joughin and Collom (2003) observe three
particular sources of variation; the inclusion or exclusion of a written paper combined with the
oral presentation to comprise the overall grade, group or individual presentations, and the
person/s judging the assessments. Joughin and Collom (2003) also identify four particular
benefits of oral assessment; authenticity; promoting good learning; balancing and developing
student strengths; countering plagiarism.
Discussion

The article, “Oral Communication Strategies Used by Iranian EFL Learners and their
Relationship with the Learners’ Self-efficacy Beliefs and Anxiety Level” have talked about
the fact that the learners have the tendency of laying focus more on the words when
compared to the fluency (Shirkhani, Meigouni & Alsadat, 2019). The self-efficacy have been
found to be related to language learner’s achievement within the framework of the specific
English skills. It have found that the learners who possess the high self-efficacy beliefs can be
the better strategy users and hence they can prove themselves to be more successful in the
aspect of the language learning. The anxiety is an important element that can affect in a
negative manner speaking dimension of the oral communication for the EFL learners. The
non-verbal strategies can be used at the time of listening that can help an individual in
becoming proficient in the aspect of the language teaching. The value of the article lies in the
fact that it can help in teaching English as the foreign language in the classroom. The
relevance of the article exists on account of the fact that it harps on the fact that the language
teachers should attempt to make the pupils communicatively competent that can aid
themselves in expressing themselves in the better manner.
The article, “Strategies Of Learning Speaking Skill By Indonesian Learners Of
English And Their Contribution To Speaking Proficiency” discusses that gender difference is
instrumental in bringing about a difference in the usage of the oral communication strategies.
The article finds that the females have the tendency of using more strategies when compared
to the males (Mistar & Umamah, 2014). The female learners made the more use of memory,
cognitive along with the compensation strategies that helped them in becoming more
proficient in the aspect of learning the oral communication skills. The female learners could
self-evaluate themselves in the better manner that helps in explaining superiority of the
females over the males in the aspect of the English proficiency. The strategies based
instruction can direct the students in accomplishing the task in a better manner. This article
can prove to be of great use for the English training sessions of the various companies that
can help the people in becoming proficient in the area of speaking. It can enable the people in
learning the speaking skill that can aid them in becoming more confident about their
particularjob roles.The article, “Dynamics of Fluency, Lexical Resources and Language
Awareness:Investigating the Role of Pre-speaking Strategies Instruction” discusses that the
assimilationof the strategic planning with that of the pre-speaking strategies instruction can aid
the
students in learning the language more easily (Abdi & Davaribina, 2017). The students in the
event of developing the pre-speaking strategies would be able to improve the speaking
ability. The findings of the article is that experimental group members had the more amount
of the lexical resources and they had the greater amount of the fluency when compared to
control group participates. The speaking strategies can prove to be crucial as it can help the
foreign language learners in negotiating the meaning where the linguistic structure is not
shared in between the second language learner and that of speaker of target language.
Conclusion
With the use of oral communication towards the implementation of the teaching and learning of
the environment, it brings much elasticity towards understanding what it is entailed during the
communication. Oral communication provides the opportunity to avoid mistakes, confused
speech and the undeserved speech. With the ability that one cannot be capable to differentiate
from a human accomplice has been tested, therefore it is considered to be a successful artificial
astuteness. During the presentation of the shift, response might be observed from one point to
another and thus sometimes ability to hear the informal conversations. These can be classified to
towards the problems facing the deliverance of the oral communication for example in the
teaching and learning of the environment. Therefore as part of the deliverance method in the
teaching and learning environment, one is associated with the skills and elasticity of the arranged
record to be stated. As by the time discovers, in the learning of the environmental factors, their
advantages and disadvantages, oral communication opts to send a message on the key factor of
what and how it serves in the preparation and implication of the significance the oral
communication. The deliverance determines the ability to understand the basic content and the
facts about the prevailed meaning arranged during the presentation or during the deliverance of
the speech. As a result with, therefore, oral communication absorbs many determining issues in
the historical level and processes of communications it is based from the early stages of
communication. With the oral communication, there is the provision of the immediate feedback
that arouses from both the parties in which it involves both the questions and answers that will
arouse during the teaching and the study of the environments resources for example between the
teachers and the students or even between the audience the speaker. At the end of this, during the
teaching and learning if the environment, the basic impacts of the prevailed records, as part of its
negative impacts, in order to enhance one oral communication, it is advisable to carry along with
a writing material as to oral communication, it may result to confusion or undeserved eloquent
speech. Therefore during this teaching and presentation no record is made and the information,
communication and the perceptions are passed orally. Therefore as a result of this, oral
communication will depend on many factor which will be able to affect it in one way or the other
depending on the occupancy, age and the populace of the said audience, students or clients.
Therefore for effective deliverance one should consider the factors in which shall consider a
success at the end especially in the teaching and learning environment.
References

= CONCLUSION With the use of oral communication towards the implementation of the | Course Hero

= Oral Communication – Introduction, Characteristics, Types, & More (theinformativeblog.com)

= Overview of Oral Communication - Introduction (desklib.com)

= Oral Communication: Definition & Example | StudySmarter

= Overview of Oral Communication - Introduction (desklib.com)

= (99+) LearnHigher Oral Communication Literature Review | nurul azizah - Academia.edu