Handling Communication Skills: The Holistic Approach

Abstract

The three-year study interrogated classroom attitudes toward English and communication skills, using English language learners (ELL), teachers of communication skills and teachers of other subjects. Generally, the study, which highlighted the dominant role of English Language in global relations, was also a teacher’s avenue to improve upon her classroom practice. The specific objective was to help learners develop critical perspectives to strive for effective communication skills, in and out of college, for excellence. The study was guided by two research questions: How could a communications skills instructor explore the most effective classroom approaches to address her students’ needs? How does she balance teaching principles and gentle motivation of students hampered by severe communication handicaps? The study explored the principles of participatory action research to investigate the reasons behind poor communication skills of the participants. It emerged that students’ English grasp was too low, thus, obstructing advanced learning. Participants were persuaded to revisit their position on the subject. It was recommended, among others, that the institution should admit into professional programmes learners who possess the required language proficiency. Additionally, communication skills should be taught throughout a professional programme to help consolidate the communicative skills of speaking, writing, reading, and listening among learners.

Keywords: Communication Skills, Language learning/teaching, TVET

DOI: 10.7176/JEP/13-30-05

Publication date:October 31^st 2022