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HOLISTIC COMMUNICATION SKILLS: LEVERAGING CONVERSATIONAL GRIDS FOR
FRESHMAN SUCCESS IN SPEAKING AND WRITING
Kelechi Agbani
Department of English Redeemer's University Ede, Osun State Nigeria
AB O U T ART I CL E
Key words:
Conversational Grid, Writing Skills,
Speaking Skills, Freshman Students, Communication
Competencies, Academic Success, Pedagogical Tools,
Oral Communication, Writing Development, Higher
Education
.
Received:
21.11.2024
Accepted
: 26.11.2024
Published
: 01.12.2024
Abstract:
This study investigates the effectiveness
of the Conversational Grid, a pedagogical tool
designed to enhance both speaking and writing
skills, in the context of freshman university
students. With a focus on developing holistic
communication competencies, the research
explores how this structured framework can
bridge the gap between verbal and written
expression. Over the course of an academic
semester, students participated in a series of
conversational exercises, peer feedback sessions,
and writing tasks, all framed within the
Conversational Grid. The findings indicate that
students who engaged in the Conversational Grid
activities demonstrated significant improvements
in both their oral and written communication
abilities. In particular, the experimental group
showed enhanced clarity, organization, and
fluency in their writing, as well as increased
confidence
and
articulation
in
spoken
communication. Student surveys and interviews
revealed high levels of satisfaction, with students
reporting a stronger sense of preparedness for
academic discussions and writing assignments.
The
study
concludes
that
integrating
conversational and compositional practices
through the Conversational Grid offers a
comprehensive approach to communication skills
development, fostering both academic and
professional success for first-year students.
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Pages: 1-7
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INTRODUCTION
Effective communication is a cornerstone of academic success, particularly for
freshman university students who are navigating the transition into higher education. In the first year,
students are often expected to demonstrate proficiency in both speaking and writing, yet many face
challenges in adapting to the demands of academic discourse, where clarity, organization, and the
ability to express complex ideas are essential. Traditional approaches to teaching these skills tend to
isolate speaking and writing as separate entities, focusing primarily on written assignments or oral
presentations. However, the integration of both verbal and written communication in a more holistic
pedagogical framework may offer a more effective pathway for students to develop comprehensive
communication skills.
This study introduces the Conversational Grid, an innovative pedagogical tool designed to bridge the
gap between spoken and written forms of communication. The Conversational Grid offers a structured
approach that combines both conversational exercises and writing tasks within a single, integrated
framework. By engaging students in peer-to-peer discussions, guided conversations, and reflective
writing assignments, the Conversational Grid encourages students to organize their thoughts, refine
their arguments, and express ideas coherently across both modalities. The objective is to help students
not only improve their individual writing and speaking skills but also foster a deeper understanding of
how verbal and written communication complement and reinforce each other in academic and
professional contexts.
The purpose of this study is to examine the impact of the Conversational Grid on the communication
development of freshman students. Specifically, it seeks to assess whether the integration of speaking
and writing activities enhances student engagement, improves the quality of both written and spoken
communication, and builds greater confidence in expressing ideas. By analyzing the results from pre-
and post-assessments, student surveys, and qualitative interviews, this study aims to provide valuable
insights into how a holistic communication approach can contribute to the academic success of first-
year students. Through this, the research explores the potential benefits of using the Conversational
Grid as a comprehensive tool for fostering communication skills that are essential for both academic
achievement and future professional endeavors.
METHOD
This study employs a mixed-methods approach to assess the impact of the Conversational Grid on
freshman students' speaking and writing skills. The research design combines both quantitative and
qualitative data to evaluate the effectiveness of this innovative pedagogical tool. The study was
conducted over one academic semester in a university setting, involving a cohort of 100 freshman
students enrolled in a first-year composition and communication course. The students were divided
into two groups: an experimental group (n = 50) that utilized the Conversational Grid in their learning
activities, and a control group (n = 50) that followed a more traditional curriculum focused solely on
written communication and occasional oral presentations.
The participants in this study were first-year university students selected from diverse academic
backgrounds. These students were chosen to represent a typical cross-section of freshman students,
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each with varying levels of prior experience in both writing and speaking. The two groups were
matched according to demographic factors such as age, gender, and previous academic performance in
relevant high school courses. A pre-assessment of writing and speaking skills was administered at the
beginning of the semester to establish a baseline measure for comparison between the groups. This pre-
assessment consisted of a written essay on a given topic and an oral presentation on the same topic.
The Conversational Grid used in this study was designed to integrate both speaking and writing tasks
in a structured manner. The grid was divided into weekly modules, each focusing on specific
communication skills and goals for both verbal and written activities. The design of the Conversational
Grid allowed students to practice speaking and writing in conjunction, with weekly exercises that linked
conversation-based tasks with writing assignments. The weekly structure included the following:
Week 1-3: Focus on fundamental communication skills, including listening, speaking, and organizing
thoughts. Activities included structured peer discussions followed by short written reflections.
Week 4-6: Emphasis on developing arguments and counterarguments through collaborative group
discussions and reflective writing tasks. Students wrote argumentative essays and participated in
debates.
Week 7-9: Incorporating peer feedback into both oral presentations and written drafts, with a focus on
clarity, coherence, and persuasive techniques. Students presented in pairs and revised their writing
based on peer input.
Week 10-12: Introduction of research-based discussions and formal writing tasks, preparing students
for both presentations and research papers. Students were asked to write research papers and present
findings in class.
Week 13-15: A final project combining both spoken and written communication, where students were
required to deliver a formal presentation and submit a research paper that reflected their ability to
communicate effectively in both forms.
Throughout the semester, students in the experimental group were required to complete weekly
activities based on the Conversational Grid, while students in the control group followed a traditional
approach with a focus on writing tasks and occasional presentations without integrated conversational
exercises.
Data for this study were collected through a variety of methods to ensure a comprehensive analysis of
the Conversational Grid's impact on student outcomes:
Pre- and Post-Assessments: At the start of the semester, all participants completed a pre-assessment
that measured their speaking and writing skills. The post-assessment, conducted at the end of the
semester, mirrored the pre-assessment tasks, enabling direct comparison of students' progress. Both
assessments evaluated the quality of writing in terms of coherence, argumentation, and structure, as
well as the clarity, confidence, and organization of oral presentations.
Surveys: At the end of the semester, both the experimental and control groups completed a survey that
measured their perceived satisfaction with the course and their confidence in using speaking and
writing skills. The survey included Likert-scale questions on various topics, such as: "The
Conversational Grid helped improve my writing skills," and "I feel more confident in my ability to
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present my ideas orally." Open-ended questions were also included to gather qualitative feedback on
their experiences.
Qualitative Interviews: A subset of 15 students from the experimental group was selected for in-depth,
semi-structured interviews. These interviews provided deeper insights into the students' perceptions
of the Conversational Grid's impact on their communication skills. Students were asked about their
experiences with the integrated approach and how it influenced their writing and speaking abilities.
Questions included: "How did participating in the Conversational Grid affect your approach to writing
assignments?" and "How did the weekly conversations help you prepare for your oral presentations?"
Observations: Weekly classroom observations were conducted by the research team to monitor the
students' engagement during the conversational exercises. Observers took note of how students
interacted during discussions, their ability to articulate ideas, and how they integrated peer feedback
into their written and spoken work. These observations provided additional context for the survey and
interview data.
The data collected from pre- and post-assessments were analyzed using paired t-tests to determine
significant differences in writing and speaking skills between the experimental and control groups. The
pre- and post-assessment results were compared to measure improvements in both writing
organization and argumentation, as well as speaking clarity and confidence. In addition, the survey data
were analyzed using descriptive statistics to assess the level of satisfaction and confidence reported by
students in both groups.
Qualitative data from interviews and classroom observations were analyzed using thematic analysis to
identify key themes related to the students' experiences with the Conversational Grid. This analysis
aimed to uncover patterns in student perceptions regarding the effectiveness of the integrated speaking
and writing tasks, as well as the role of peer feedback and collaborative learning in improving
communication skills.
This study adhered to ethical guidelines for research involving human participants. Informed consent
was obtained from all participants, and they were assured that their participation was voluntary and
confidential. Participants were informed that their academic performance would not be affected by
their involvement in the study. All data were anonymized to protect participant identities, and
recordings of interviews and presentations were securely stored to ensure privacy.
Overall, the methodology was designed to provide both quantitative and qualitative insights into the
effectiveness of the Conversational Grid in developing freshman students' communication skills,
thereby contributing valuable information about the potential of integrated learning strategies in
higher education.
RESULTS
The findings from this study indicate that the use of the Conversational Grid significantly enhanced both
the speaking and writing skills of freshman students in the experimental group compared to those in
the control group. The data collected from pre- and post-assessments, surveys, qualitative interviews,
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and classroom observations suggest that the Conversational Grid was an effective pedagogical tool for
developing holistic communication skills in first-year students.
Writing Skill Development: The quantitative analysis of the pre- and post-assessment writing tasks
revealed a marked improvement in the writing quality of students in the experimental group. On
average, the experimental group demonstrated a 25% increase in writing scores, specifically in areas
such as organization, argumentation, clarity, and use of academic vocabulary. The control group, which
did not use the Conversational Grid, showed only a 12% improvement in writing quality. This increase
in writing proficiency in the experimental group was attributed to the regular integration of
conversational exercises, which allowed students to verbalize their ideas before committing them to
written form, facilitating more coherent and well-structured essays.
Speaking Skill Development: In terms of speaking skills, the experimental group showed a 22%
improvement in the quality of their oral presentations, as measured by clarity, coherence, and
confidence. This was significantly higher than the control group, which exhibited only a 14%
improvement. Weekly peer discussions, collaborative activities, and regular feedback sessions
contributed to the experimental group’s increased fluency, confidence, and organization in verbal
communication. Students in the experimental group reported feeling more comfortable and self-
assured when speaking in public, which positively impacted their overall speaking abilities.
Student Engagement and Satisfaction: The results from the post-course survey revealed that students
in the experimental group expressed higher levels of engagement and satisfaction with the course
structure. Approximately 80% of students in the experimental group reported feeling that the
Conversational Grid enhanced their overall learning experience, compared to 55% of students in the
control group. Additionally, 85% of students in the experimental group felt more confident in both
writing and speaking tasks, citing the integration of conversation-based learning as a key factor in their
improvement. Interviews revealed that students found the process of discussing their ideas before
writing helped them organize their thoughts more clearly, and that engaging in peer feedback sessions
improved their ability to refine their ideas both orally and in writing.
DISCUSSION
The findings of this study suggest that the Conversational Grid is a powerful tool for enhancing both
speaking and writing skills in freshman university students. By integrating structured conversational
exercises with writing tasks, the grid created a dynamic learning environment that allowed students to
develop their communication abilities in a more holistic manner. The positive improvements in writing
and speaking skills observed in the experimental group align with research that advocates for an
integrated approach to teaching communication skills.
The integration of conversation with composition allowed students to improve their writing through
verbal articulation, as they had the opportunity to refine and organize their ideas verbally before
committing them to paper. This approach not only improved the coherence and structure of their
written work but also allowed students to gain confidence in their ability to articulate complex ideas
both orally and in writing. This dual focus on speaking and writing may be especially important for first-
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year students who are still adjusting to the academic demands of university life, as it provided them
with multiple avenues for expressing and refining their ideas.
Peer feedback and collaborative learning played a significant role in enhancing both speaking and
writing skills. Students in the experimental group were able to refine their ideas through discussions
and receive constructive feedback from their peers, which allowed them to identify areas for
improvement and further develop their communication skills. These interactions fostered a sense of
community and supported the development of critical thinking, as students learned to evaluate and
respond to each other’s ideas.
However, some challenges emerged from the study. A small number of students in the experimental
group reported feeling overwhelmed by the increased number of activities and tasks involved in the
Conversational Grid approach. This was particularly true for students who preferred a more traditional,
written-focused approach to learning. These students expressed a preference for more independent
work and a less frequent engagement in structured group discussions. Furthermore, some students
faced difficulties transitioning from informal, conversational language to more formal academic writing.
Although the Conversational Grid helped students develop clarity in their ideas, additional support may
be necessary to bridge the gap between casual conversation and academic writing.
CONCLUSION
The findings of this study provide strong evidence that the Conversational Grid is an effective
pedagogical tool for fostering both speaking and writing skills in freshman university students. By
combining conversational exercises with writing tasks, the grid encourages a more integrated and
dynamic approach to communication skill development, helping students improve their ability to
express ideas in both oral and written forms. The results suggest that incorporating structured
conversational and writing tasks into t
he curriculum can significantly enhance students’ engagement
and confidence in their communication abilities.
The positive outcomes observed in this study indicate that the Conversational Grid holds great potential
for improving freshman students' communication proficiency and can be an essential tool for higher
education instructors seeking to develop holistic communication skills in their students. However,
future studies should explore how to balance the workload of the grid to prevent overwhelming
students and further refine strategies for transitioning between informal and academic language.
Longitudinal studies would also provide insights into the long-term benefits of this integrated approach
and its potential application across different disciplines.
In conclusion, the Conversational Grid represents a promising framework for bridging the gap between
speaking and writing, offering a comprehensive approach to communication that can enhance academic
success and foster greater student engagement. By leveraging this tool, universities can help students
develop the critical communication skills needed for both academic achievement and future
professional success.
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