Good communication and academic writing is essential to success in higher education. This study focuses on the use of Critical Discourse Analysis (CDA) to develop Academic Writing abilities, and to facilitate effective communication among students in the university. This study was descriptive using quantitative method involving sample size of 200 of under- and post- graduate students from higher education institutions. Descriptive and inferential statistical techniques were used to analyse the data obtained by using a structured questionnaire. The results showed that 82% of students showed the understanding of the CDA concepts and 79% of respondents were very good at their academic writing skills in aspects like organising, coherence and referencing. About 83% of these respondents reported their good performance in communicating in academic contexts, and this shows that discourse awareness is playing an important role in making it possible to be effectively communicated by expressing it clearly and convincingly. Additionally, the findings revealed that 88% of students agreed that CDA helped them improve their critical thinking skills, 84% of students stated that CDA helped them with the construction of arguments, and 82% of students indicated that CDA helped them become more effective communicators. Strong positive correlation was found, respectively, between academic writing and CDA awareness (r = 0.81) and between communication effectiveness and CDA awareness (r = 0.84) through the correlation analysis. The study also revealed 83% of the respondents used AI and digital writing tools to assist in academic writing practices. A difficulty with critical analysis, vocabulary building and/or constructing a statement with an argument, however, persisted with many students. The results indicated that teaching students academic writing skills using the Critical Discourse Analysis approach is very conducive to enhancing students' analytical skills, academic writing skills, and communication skills. Through the study, it is concluded that the discourse-based pedagogical method applied together with digital technologies that are used judiciously can support academic literacy and be effective in communication in higher education environments.
The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.
Asrul Asrul, Abdulhalim Daud, Awaludin Rizal et al.· GLENS: Global English Insigh...· 0 citations
Aim of the Study: The present study aimed to examine the relationship between communication competence and academic achievement among students in higher education institutions. It specifically focused on understanding students’ perceptions of their oral and written communication skills and determining how communication competence is associated with their academic performance.
Methodology: The study was quantitative in nature and employed a descriptive survey research design. Using proportionate stratified random sampling, a representative sample of (n=331) students (both male and female) of four Sciences and four Social Sciences departments were selected from two public sector and two private sector universities. A self-structured 40-item questionnaire was developed to collect data from respondents.
Findings: The study identified a positive and statistically significant relationship between communication skills and academic achievement. Students who possessed stronger communication abilities tended to perform better academically than those with limited communication skills. The findings further showed that verbal, written, and interpersonal communication competencies contribute to improved classroom interaction, comprehension, and learning performance.
Conclusion: The study concluded that communication competence plays a vital role in improving students’ academic achievement at the higher education level. Strengthening both oral and written communication skills can significantly enhance students’ academic outcomes. The study therefore recommends that higher education institutions promote communication skill development through academic activities, workshops, and training programs to enhance students’ overall academic performance.
Lubna Quddus Warsi, Maymoona Farid, Fozia Rehman· Human Nature Journal of Soci...· 0 citations
Effective communication is a key factor in education and classroom management (Hargie, 2021). In the present study, a qualitative research design was conducted to explore the views of primary education teachers regarding the contribution of communication techniques. The purpose was to investigate whether they believe these techniques truly help upgrade teaching quality and strengthen relationships within the group (OECD, 2020). The sample consisted of eight (8) primary school teachers from the Prefecture of Kavala. Primary data were collected through semi-structured interviews and analyzed using thematic analysis (Flick, 2022). The results indicated that teachers consider active listening and empathy to contribute decisively to creating a positive classroom climate, reducing conflicts, and enhancing student participation. Furthermore, it was confirmed that communication competence is directly linked to teachers' professional efficiency and psychosocial well-being.
In conclusion, communication techniques were evaluated positively as essential skills. This study highlights the need for teacher professional development in interpersonal communication issues to upgrade the overall educational work.
Manouilidou Evmorfia, Eleni Mpapka, George Giannakopoulos· European Journal of Contempo...· 0 citations
Undergraduates need to be able to communicate effectively in order to achieve good grades, maintain good interpersonal relationships, get a good job and do well in their careers. Students are required to communicate effectively in a variety of ways, verbal, non-verbal, written, visual and digital in today's higher education environment to meet the academic and workplace expectations. In the present study the communication competence of the students of undergraduate level at a sacred heart college (Autonomous), Tirupattur, Tamilnadu is assessed. It was adopted a quantitative descriptive research design and for data collection, the convenience sampling technique was used with 181 undergraduate students. For evaluating the students communication skill a structured questionnaire was used and descriptive statistical techniques were used for analyzing the data obtained. The results indicate that most of the respondents indicated high communication competence. In particular, 50.3% of students had high verbal communication skills, and 54.1% had high non-verbal communication skills. Likewise, 54.1% exhibited high proficiency in written communication and 59.1% exhibited strong visual communication. Moreover, the positive effect of the classroom instruction on students communication development is shown as 61.3% of the respondents expressed satisfaction with the communication skills classes offered by the institution. Although the results of this study were encouraging, there were still a significant number of students who continued to be in the moderate ranges in each of the communication domains which indicated a need for further improvement. Based on the study, the following recommendations are made to enhance communication skill development using experiential learning techniques, public speaking, group discussion, presentation-based assessment and technology based communication training at the undergraduate level. These will help to build confidence and the overall achievements of students, along with their marketability in the workplace and enable them to be effective in the workplace and in their social lives. The results are of interest to educational experts, curriculum designers and policymakers in higher education who wish to enhance the communication skills of their undergraduate students.
Stanley Ignatius Sdb, Jintha J, Jeya Prakash Y· International Journal of Res...· 0 citations
Classroom communication is an essential element of effective teaching that contributes considerably to students’ education and engagement. In order to explore the factors that influence effective classroom communication among pre-service teachers in various continents, this systematic review has been conducted. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 55 studies published from 2021 to 2026 have been analyzed in this paper. In particular, the focus has been made on determining missing communication skills, analyzing factors that influence effective communication, and evaluating successful training methods. It has been found out that pre-service teachers often face difficulties with oral communication skills, written communication skills, and instruction clarity in practical conditions. This problem is mostly caused by limited vocabulary, lack of ideas’ organization and poor confidence in one’s abilities (Punongbayan et al., 2025). Apart from that, psychological factors such as speaking and writing anxiety considerably affect the performance of pre-service teachers’ communication skills (Miñoza et al., 2023; Arifin et al., 2024). [ibe.unesco.org] [researchgate.net] [alison.com] Moreover, the review highlighted contextual factors such as cultural variation, linguistic diversity, teaching styles, and the use of technology as the most important determinants of classroom communication practices across continents (Mahdi, 2023; Suroso et al., 2024). Communication techniques and approaches were found to play an instrumental role in improving classroom interactions and results (Karasova & Nehyba, 2023). Nevertheless, there is no standard approach to communicating among students due to the absence of communication training programs in teacher colleges around the world. [ejurnal.st…ssel.ac.id], [eric.ed.gov] [hrpub.org] Thus, classroom communication depends on various factors such as communication skills, psychological readiness, context, and training programs. To improve classroom communication, more attention should be paid to training teachers how to communicate using practical approaches and developing standard communication modules.
K. Manulat, Regina P. Galigao· International journal of hum...· 0 citations
This study aims to analyze the impact of the debate method on the development of critical thinking and speaking skills of first-grade students at an Islamic High School. The research instruments include interviews and observations, with participants divided into two groups, each consisting of three students. Debate is used as a method to train critical thinking and speaking skills, which is believed to foster leadership qualities through students' roles in teams, while transforming students from passive recipients of information into active participants who take responsibility for their learning. Data were collected through interviews, where students were asked questions related to specific topics, as well as observations that monitored students' engagement during the wrong learning process, with these interviews serving as the foundation of qualitative research to explore participants' in-depth understanding. By combining interviews and observations, this study aims to describe the effectiveness of the debate method in the context of active learning. Data analysis was carried out using a structured qualitative framework consisting of three steps: data condensation, data display, and conclusion drawing/verification. Data condensation helps summarize and filter essential information, while data display visualizes findings to facilitate analysis. The final step, conclusion drawing and verification, generates an in-depth understanding of the impact of the debate method on students' skills. The findings of this study are expected to make a significant contribution to the development of active learning methods, particularly in enhancing students' critical thinking and speaking skills. With a structured approach, this study highlights the importance of the debate method in creating more interactive and meaningful learning experiences for students.
