English Oral Communication Needs of Bhutanese Students: As Perceived by the Teachers and Students
Bibliographic record
Abstract
The main aim of this study was to investigate the oral communication needs in English from the perspective of students and teachers to improve students' oral communication ability. A questionnaire was administered to 45 participants consisted of 36 students and 9 teachers. The data were analyzed using descriptive statistics like mean and standard deviation. Results revealed that students and teachers had different standpoints of oral communication needs in English in the classroom, especially with regard to general listening and speaking skills. In addition, findings from the questionnaire suggested that teachers and students perceive speaking and listening informally in situations, for instance working in pair, discussion in small groups, role plays, interviews, classroom debates, storytelling, and being able to communicate orally with teachers as most important oral communication abilities to be practice in the classroom. Lastly, the most important oral communication abilities such as the use of academic language in the classroom and daily conversation in English should also be taken into account to ensure effective oral communication in the classroom.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".