Journal of Higher Education and Academic Advancement

IMPROVING THE METHODOLOGY OF DEVELOPING STUDENTS’ SPEAKING COMPETENCIES IN TEACHING ENGLISH

Usarova Dildora Abduazizovna — Thu, 26 Jun 2025 00:00:00 +0000

Objective: This study explores the methodological enhancement of developing students’ speech competence in the context of teaching English, particularly in alignment with professional communication requirements and global linguistic demands.Method: The research analyzes a wide range of scholarly literature, identifies common linguistic challenges among students in higher education, and reviews modern approaches to teaching English for Specific Purposes (ESP). The study focuses on theoretical synthesis and qualitative analysis. Results: The findings reveal that fostering speech competence involves developing communicative abilities through modeling real-life communication, integrating professional terminology, and enhancing classroom interactions. Methodologies grounded in context-specific language use significantly improve students’ professional discourse skills. Novelty: The novelty of the study lies in establishing a direct correlation between speech competence and career-readiness in higher education, highlighting interdisciplinary integration and communicative consciousness as foundational to modern English language pedagogy.

COMPETENCY-BASED CURRICULUM AND EMPLOYABILITY OF CURRICULUM AND PEDAGOGY STUDENTS, UNIVERSITY OF BAMENDA

Kibinkiri Eric Len — Mon, 23 Jun 2025 00:00:00 +0000

Objective: This study examines the relationship between a Competency-Based Curriculum (CBC) and the employability skills of graduates from the Department of Curriculum and Pedagogy at the University of Bamenda, Cameroon, in response to increasing unemployment and underemployment among university graduates. Method: A correlational survey design was adopted, employing a structured questionnaire administered to 180 graduates selected through a mix of probability and non-probability sampling techniques. Descriptive and inferential statistical methods, including Spearman's Rho correlation test, were used to analyze the data. Results: The findings revealed a significant positive correlation between components of the CBC—such as learning challenges, content relevance, instructional delivery, and assessment methods—and the employability skills of graduates. The study further highlights that mentorship and educator support during program implementation play a crucial role in enhancing student competencies relevant to the labor market. Novelty: This research contributes to the limited empirical literature linking CBC to graduate employability in the Cameroonian context, offering evidence-based justification for educational reform. It underscores CBC as a strategic predictor of graduate success and advocates for its broader implementation in higher education institutions.

THE IMPACT OF THE SIMON SAYS GAME ON ATTENTION AND LISTENING SKILLS IN IRAQI PRIMARY SCHOOL STUDENTS: A PILOT STUDY

Balsam Hussein Salih — Sun, 29 Jun 2025 00:00:00 +0000

Objective: This pilot study investigated the impact of the Simon Says game on attention and listening skills among 16 males from Al-Moallem Elementary School, students aged 8–9 years in Diyala, Iraq. Method: The study employs a pre-experimental design to measure changes in attention and listening skills before and after a four-week treatment period. Participants engaged in the Simon Says game for 20 minutes daily, four times a week. Attention and listening skills were assessed using a standardized test adapted from the Test of Everyday Attention for Children (TEA-Ch), and teacher observations were recorded using a structured checklist. Results: Results from paired t-tests revealed statistically significant improvements in both attention (pretest M = 12.31, posttest M = 15.44, p < 0.001) and listening skills (pretest M = 10.25, posttest M = 13.69, p < 0.001). Teacher observations further supported these findings, noting improved focus, reduced impulsivity, and increased participant engagement. Novelty: The study concludes that the Simon Says game is a low-cost, scalable intervention that can potentially enhance cognitive and behavioral outcomes in resource-limited settings. However, the small sample size and lack of a control group limit the generalizability of the findings. Future research should include larger, more diverse samples and a control group to validate these results.