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This study aimed to assess the effectiveness of the Think-Pair-Share (TPS) technique in enhancing students' critical thinking skills and to explore students' perceptions of its application in speaking classes. Using a Classroom Action Research (CAR) design based on Kurt Lewin's model, the study followed the steps of planning, acting, observing, and reflecting. The research was conducted with 30 second-grade students (12 male and 18 female) from SMAN, Aceh, Indonesia, in the 2023/2024 academic year, selected through purposive sampling. Data collection methods included classroom observations, questionnaires, and student interviews, with the analysis carried out using descriptive and qualitative statistics. The findings indicated a significant improvement in students' critical thinking skills, as shown by the increase in performance from Cycle 1 (66.6%) to Cycle 2 (70%). Moreover, the results of the questionnaires demonstrated that students responded positively to the TPS technique. Therefore, the study concludes that the TPS technique effectively promotes critical thinking skills in speaking classes, offering cognitive and engagement benefits.

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Purpose – This paper aims to provide evidence that online well-designed educational tasks can provide more relevant and richer active learning environment for business English learners. The benefits of online tasks, as an education tool, became more apparent and gained more importance during the events related to the Covid-19 pandemic. The task design is based on task-based interactions and in a sequence of tasks with the support of an online learning management system (LMS). The findings suggest that online task-based learning (and would-be blended learning in the future) enables meaningful and authentic activities promoting interactions and communicative competences to prepare for learners of business English to enter the workplace. Design/methodology/approach – The overarching aim of the study is to explore how task-design-utilizing online LMS could contribute to enhancing the learning process and to the development of the learner's communicative competences. The study included two aspects, namely: (1) the design of online tasks and (2) pilot evaluation. The task design involved tasks that required interactions between the learners. The pilot evaluation relied on data collection via questionnaires. Findings – Two aspects relating to the findings: (1) a description of the teaching initiatives which was designed to see how blended learning and online tasks can enhance learning and develop the skills of the learners: with questioning techniques targeting communication skills, simulated workplace situations and timely feedback and peer influence; (2) the findings of the pilot study evaluation to see the actual implementation of online tasks. The students' responses corroborate the teachers' comments. The findings of this research showed that LMS tasks, which were designed for this study, helped the learners to enhance their competence in business English. Such competences included communicative skills needed for learners to enter the workplace such as interpersonal skills, presentation skills and negotiation skills in contexts. These findings lead to significant recommendations regarding the way forward for developing active blended learning. Research limitations/implications – Firstly, teachers need to be trained and involved in designing such online tasks and materials to be used in active blended learning. More training in language teaching methodologies should be investigated to adapt the transition from a traditional to a computer-assisted language learning teacher. This helps teachers to design and implement online simulated workplace tasks. Secondly, time for the use of online tasks should be allocated satisfactorily. This can be achieved by building online learning sessions into class schedule or developing active blended courses. The time for the use of online simulated tasks should be allocated satisfactorily with lab or simulation room, in which students would be shown how to access the online tasks designed on the university LMS and the way to practice with different kinds of tasks. Originality/value – In this study context, the online tasks design can initiate at activity-level blending to support face-to-face (F2F) activities, for example, online activities to support tasks for the topic Make a request or Offer for help. This can be extended to course-level blending when more online activities are designed to use with F2F activities such as online comparing and contrasting tasks to develop skills in connections with the awareness of cultures. The findings of the research suggest to develop and to implement online tasks alongside with classroom learning and teaching to enable the objectives of business English programme at university for preparing learners to enter the workplace. The recent pandemic highlighted the need for effective methodologies for active blended learning. It is now required that professionals in higher education to collect evidence base to inform future practice of such methodologies. Further significant research efforts should be directed towards collecting such evidence of the effectiveness and improvements of such methods. The support of higher education management professionals in securing funding for such research will be essential.

The content of the algorithm of interactive learning methods, which consists of five main stages: informational-analytical, categorical-conceptual, problem-content, visual-presentational, result-reflective, has been studied. The informational and analytical stage of interactive learning includes: brainstorming, «Sinquain», method of associations, method of one word. The categorical-conceptual stage of interactive learning includes: debates, group discussion, method of exaggerations, method of questions. The problem-content stage of interactive learning includes: business game, research game, case method, «Stairs», dialogue. The visual-presentational stage of interactive learning includes: «Fishbone», memory cards, «Decision Tree», project method. The productive and reflective stage of interactive learning includes: analysis of business situations, liberal club, role play. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the search for the consolidation of the educational quality policy, the Colombian government is concerned with strengthening competency-based training, its design, implementation, monitoring and evaluation in all cycles of the school system; it is part of the permanent improvement of academic performance. Particularly in technical secondary education, training is provided in labour competences aimed at a real articulation of knowledge and know-how. Recognising the practice and symbolic load contained in the development of communicative competences in students and teachers under study and the institutional processes undertaken for the improvement of academic performance constitutes the research effort. Dissonant perspectives on academic performance converge in a public educational institution in the municipality of Los Patios, Norte de Santander. The study assumes a qualitative perspective in order to interpret the meanings and sense of the information obtained in the field research. The methodology corresponds to the interpretative method, qualitative approach of the Symbolic Interactionism research method, its techniques and procedures. They were conceived as a means to carry out the qualitative analysis of social reality, with which to fragment, conceptualise and integrate the data in order to achieve an inductive theorisation process. The interview and documentary review constituted the data search techniques. In order to enrich and give depth to the knowledge, the results of the different techniques used for data collection, i.e. interview and self-reporting, were compared in this study. Similarly, the results were contrasted with the theories that explain the phenomenon studied, which gave rise to the presentation of the orientations towards communicative competences from their social representations. [ABSTRACT FROM AUTHOR]

The аrticle deаls with the wаys of tаckling the problems of primаry school foreign lаnguаges teаchers’ re-trаining аbroаd; It аlso exаmines the issues of quаlity аnd efficiency of foreign lаnguаges teаchers аs well аs the implementаtion of concept of innovаtive educаtion for pre-school аnd primаry school teаchers аnd future foreign lаnguаges teаchers. There are two main reasons behind the introduction of foreign languages in primary classrooms. The first is the belief that ‘the younger the better’, the idea that young children are intrinsically better language learners, and will therefore become more proficient more quickly. The second is that in an increasingly globalized world, intercultural competence is essential, and that it is important to awaken children’s interests in other people and cultures at a time when they are open and receptive. Advantages in early learning of foreign languages, as well as methods and approaches conducing the formation of communicative competences in foreign languages for pre-school and elementary school children are considered in this article.

The authors in this introductory part analyze problem of students’ communicative competencies as well as possibilities for their abetment in teaching process. In this paper we have presented a review of previous tangent research of students’ communicative competencies in teaching process. The aim of the research is to identify dimensions of teachers’ role in encouraging of students’ communication competences in teaching, based on the sample of 275 teachers. In the research we have applied the scale for assessment of teacher role in encouraging the development of students’ communicative competence in teaching. The research results clearly show that the dimensions of teacher’s role in encouraging the development of student’s communicative competences are directed to: 1) encouraging cooperation and toleration in communication, 2) encouraging free thinking in teaching and learning process, and 3) encouraging empathy in communication. The authors in this paper do suggest that a team of experts should be involved (pedagogue, andragogue, psychologist, sociologist, communicologist) in the process f creation and realization of the unique program for teacher’s continual professional training in the field of improvement of communication quality and improvement of exhortation development of student’s communicative competences in the teaching process.

Errors are inevitable in the foreign language learning process. They are indications to educators of the unlearnt knowledge and problematic areas of the learners. For this reason, it is important to investigate and classify the most frequent errors produced by non-native speakers of English. The present research investigated the spoken errors of university level learners. A classification of spoken errors using the Common European Framework for Language's (CEFL) (2001) on the communicative language competences was developed to shed light into the diffi culties which learners experience in their learning progress. Data were collected from 40 EFL learners through in class observations and recordings. The results of revealed that the most prevalent errors were produced in the main category of linguistic competences. Within the linguistic competence the most prevalent errors were produced in the sub category of lexical competence followed by grammatical competence, functional competence, phonological competence, sociolinguistic competence, pragmatic competence and lastly semantic competence. The fi ndings have implications for educators to understand the problems which learners encounter and set more realistic expectations for themselves and their learners. [ABSTRACT FROM AUTHOR]

The relevance of this work is determined by introducing new standards of teaching foreign languages as well as the severization of requirements to the quality of Chinese language acquisition by the students of higher educational institutions. The goal of this paper is to study modern innovative methods and technologies of teaching and then use them in the teaching and learning activities, as well as to increase the students' motivation to learning Chinese. The leading approach to this problem is the problemthematic approach. The main material for the study was the following modern educational technologies: the project method, the debate method and the talk show technique. The key findings of the study are the systematization of the main mechanisms and principles of using modern educational technology at the classes of Chinese. The materials of this article may be helpful for school and university teachers of Chinese at the advanced level, as well as for educators and developers of educational materials.

Author/s Oksana Polyakova Ruzana Galstyan-Sargsyan Universidad Católica de Valenica, Spain ABSTRACT As labour markets continue to change rapidly, the learning environments continue to be unchallenged in the provision of new professionals across the world. This change has compelled the need for students to attain communicative competences in non-linguistic institutions of higher education. In order to address this issue, we propose a novel approach to communicative competences integration into the curriculum development of a specialised foreign language course. For this purpose, we combine students’ needs analysis with a personalised English for specific purposes (ESP) course design that motivates them to learn more about technical and professional environments through a skill-based routing. Additionally, we provide a scale for measuring training outcomes as well as suggest first results from the piloting phase of the teaching experience. The findings of the study highlight usefulness of the customised competence training experience.

Background. Simulation is used in the classroom as an effective way of connecting students to real-life scenarios and tasks. In foreign language teaching, simulations are used to develop students' communicative competences through authentic tasks and activities. In content classes, simulations generally work to develop students' professional competences related to the area of study. In Global Simulation, an entire course is transformed into a simulated world in which students take on real-life roles and responsibilities. This type of simulation makes it possible for students to develop both communicative and professional competencies simultaneously in a meaningful learning environment. Aim. This article focuses on presenting a Global Simulation carried out in an English for Health Sciences course that could be adapted to any English course for the Health Sciences area, especially those with students who will have contact with the community (e.g., Nursing, Medicine, Public Health, among others). Method. Immersed in a simulation of a center for disease control and health promotion, English for Health Sciences students are organized in teams of 5-6 with each student assigned a specific role within the team and center. Each team receives a total of three cases they must address through the design and implementation of an educational health campaign which is carried out within an authentic community. A survey was used at the end of the simulation to evaluate students' perceptions and experience. Results and Conclusion. Overall, students' perceptions were positive. Responses to the survey showed students find the simulation relevant and pertinent to their field of study and authentic in terms of the tasks and activities carried out. Likewise, they highlight development of professional competences and advantages to this type of English as a Foreign Language course as compared to a more traditional, teacher-centered approach, emphasizing improvement in their communicative competences, particularly in oral skills. [ABSTRACT FROM AUTHOR]

As labour markets continue to change rapidly, the learning environments continue to be unchallenged in the provision of new professionals across the world. This change has compelled the need for students to attain communicative competences in non-linguistic institutions of higher education. In order to address this issue, we propose a novel approach to communicative competences integration into the curriculum development of a specialised foreign language course. For this purpose, we combine students' needs analysis with a personalised English for specific purposes (ESP) course design that motivates them to learn more about technical and professional environments through a skill-based routing. Additionally, we provide a scale for measuring training outcomes as well as suggest first results from the piloting phase of the teaching experience. The findings of the study highlight usefulness of the customised competence training experience. [ABSTRACT FROM AUTHOR]

In this article we present the results of the documentary-bibliographic study, which goal was to determine, what strategies for the development in the students of textual communicative competences are available to the teacher in a social sciences and humanities postgraduate programs. The research was carried out from the focus on communicative competence. From the analysis made, it can be affirmed that for the successful development in postgraduate students of textual communicative com-petences, the teacher must take into account that their acquisition involves the mas-tery of the complex and specialized (scientific-academic) discursive style; it foresees obligatory appropriation of other communicative competences: linguistics, pragma-tic, paralinguistic, strategic, descriptive referential, representative, organizational, illocutionary; their teaching requires careful preparation: selection of the functional style of the language as a means of scientific communication and articulation around it of different forms of effective and practical learning; choice of didactic texts; coordination of reading and writing teaching actions; elaboration of the exer-cises of interpretation, paraphrase, commentary, annotations, recapitulation, limi-tation, description of the content, conceptual map, compendium-summary, etc.

The students whojoin the degree classes, at different colleges could not express their views in speech and writing. They require some training to improve their speaking and writing skills in English. For this purpose, many researchers had undertaken many studies using multimedia to improve the communicative competence of the students in English at the tertiary level. This paper describes the different studies undertaken by various researchers who used multimedia in teaching English. [ABSTRACT FROM AUTHOR]

The objective of this paper is to draw attention of the international pedagogical community to the relevance and the growing spread of one of the most important aspects for developing a creative personality, i.e. the project-based learning, into various educational systems in many countries across the world, including a system of secondary education in the Russian Federation. As a result of project-based learning a school graduate will be better prepared for life, will easily adapt to the changing conditions which will help him to easily navigate in different situations and organically blend in with various teams for collaborative work. [ABSTRACT FROM AUTHOR]

Purpose: Feedback can significantly improve future performance. Reviewing one's performance by video is discussed as useful adjunct to debriefing, particularly for non-technical skills. Communicative competencies are an essential part of daily clinical practice; thus should be taught and assessed during undergraduate training. The aim of this study was to compare the educational value of video-assisted feedback versus oral feedback in communicative competencies in the surgical context. Methods: Fourth-year medical students completed a 210-min training unit of 'taking patient's history and obtaining informed consents prior to surgery' using role plays. Oral feedback was received directly thereafter using agenda-led, outcome-based guidelines (ALOBA). In the study group, the role plays were video-taped and reviewed thereafter. Afterwards, students completed two OSCE stations, where they were assessed regarding their communicative competencies and the content of the clinical scenario. Results: One-hundred students (49 receiving video-assisted feedback, 51 oral) participated in the study. Those receiving video-assisted feedback performed significantly better in overall score in both OSCE stations ( p < 0.001), in all five assessed communicative competencies at taking patient history ( p = 0.029 or better), and in 2 of 5 items at obtaining informed consent ( p = 0.008, <0.001). The educational effect size for both tasks was large. Conclusion: Using our methodology, video-assisted feedback offered a significant educational benefit over oral feedback alone during a simulated patient encounter in a surgical context. [ABSTRACT FROM AUTHOR]

The relevance of this work is determined by introducing new standards of teaching foreign languages as well as the severization of requirements to the quality of Chinese language acquisition by the students of higher educational institutions. The goal of this paper is to study modern innovative methods and technologies of teaching and then use them in the teaching and learning activities, as well as to increase the students' motivation to learning Chinese. The leading approach to this problem is the problemthematic approach. The main material for the study was the following modern educational technologies: the project method, the debate method and the talk show technique. The key findings of the study are the systematization of the main mechanisms and principles of using modern educational technology at the classes of Chinese. The materials of this article may be helpful for school and university teachers of Chinese at the advanced level, as well as for educators and developers of educational materials. [ABSTRACT FROM AUTHOR]

The author of the article considers the possibility of enhancing students' motivation and development of their communicative competences in a group work, carried out as a psycholinguistic training in the language of speciality. A psycholinguistic training is treated by the author as an active psychological as well as pedagogical method of influence which further on optimizes professional interaction, self-growth, development of leadership qualities and skills of cooperation. The training carried out in the language of speciality (namely English) signaficantly enhanced the participants' motivation to language learning, oral skills development, language barriers removing, as well as accumulation of positive experience towards oneself and others, communication at large. During the training group work all the participants demonstrated all the stages of group dynamic, high level of performance and emotional involvement into the process. As the author marks out, it is the emotional involvement that positively effected the participants' interaction, their self-realization and language barriers removing. In the training program the following methods were involved: discussion (braistorming, case study, method of synectics), role plays, business role plays, art-therapy and metaforization of the accumulated experience. The results of this experiment prove that such combined programs could be effectively applied in Higher education curriculum.

Communicative competences develop rapidly in the periods of infanthood and toddlerhood, both from the qualitative and quantitative point of view. In the following study we aimed to analyse for the first time the age differences in early communication competences of Slovenian infants and toddlers. The sample included 512 infants and toddlers, aged from 8 to 30 months; their communication competences were assessed with the Communicative Development Inventory: Words and Gestures and Communicative Development Inventory: Words and Sentences (Marjanovič Umek, Fekonja Peklaj, Sočan, and Komidar, 2011). The obtained results suggest that in the period between 8 and 30 months of age there are significant age differences within different areas of communication competences (e.g. communicative and symbolic gestures, vocabulary, length and grammatical complexity of sentences). In addition, we found moderate to high positive correlations between different areas of infants' and toddlers' communication competences. The analysis of the effect of gender on the communication competences of infants and toddlers showed that girls and boys aged 8 to 16 months did not differ significantly in their communicative competences. Significant gender differences were found in toddlers aged from 16 to 30 months: girls expressed a more extensive vocabulary.

The article identifies (with the help of questionnaires) the most important communicative competences of a graduate and develops recommendations on strengthening the education level of students on the basis of development of professional and communicative competences.В статье с помощью анкетирования определены наиболее важные коммуникативные компетенции выпускника, разработаны рекомендации по усилению образовательного уровня студентов на основе развития профессиональных и коммуникативных компетенций.

This article is devoted to the issue of specific features of language teaching in Public Bilingual schools.

Far from being mechanistic interactions, communication processes within and between organisms are sign-mediated interactions. Such interactions are the precondition for all cooperation and coordination between at least two biological agents such as organisms, organs, tissues, cells and even subcellular components. In most cases these communication processes are of a fine-tuned interconnected structure within a highly sophisticated hierarchical order. Signs of biocommunicative processes in most cases are chemical molecules. The signs that are used in a great variety of signaling processes follow syntactic, pragmatic and semantic rules. These three levels of semiotic rules are helpful tools in the investigation of the communication processes of unicellular and multicellular organisms. This article demonstrates a coherent biosemiotic categorization of communication processes found in the kingdoms of bacteria, fungi and plants. The investigation further shows that, apart from biotic sign use, a common trait is to interpret abiotic influences as indicators to generate appropriate adaptational behavior.

The communicative language teaching (CLT) approach emphasizes the change in the role of the teacher from a transmitter of knowledge to a facilitator of language learning. Teachers must therefore, develop and utilize teaching strategies that enable learners to freely interact in a classroom environment to enhance the required communicative competences. However, in the Ugandan context where the curriculum is examination-driven, teacher competence is judged on the basis of students' excellence in the final examinations. As such, teachers tend to focus on producing better grades, thereby neglecting learners' acquisition of vital communicative competences. This paper spells out the teaching strategies teachers of German use to create a supportive environment for communicative language teaching and learning. A cross sectional survey research design was used in the study. Questionnaires, observations, and semi-structured interviews were used to gather data on teachers' experiences regarding the teaching strategies used to support CLT approach. Findings revealed that the teaching strategies utilised by the teachers of German had very little bearing on the CLT approach. For instance, the classroom environment did not encourage free interaction among learners as required by the CLT approach. It was recommended that teachers be introduced to teaching strategies that are relevant to the CLT approach during their pre-and in-service training. [ABSTRACT FROM AUTHOR]

This paper focuses on two main goals related to creating knowledge by means of collaborative tasks that imply performing various language competences in English. First, learners of English for Specific Purposes (ESP) are aimed at succeeding when performing different communicative competences in the foreign language. Second, these L2 students participate in the creation of knowledge by doing various tasks that will require independent, collaborative, and interactive IT skills. Since there are numerous approaches to learning foreign languages today, often supported by the access of "mobiquitous" learning (m-learning and u-learning) materials, this case study will show not only the individual and collaborative work of students, but also how their input in their creative tasks improved learners' engagement together with their communicative language skills in English. This study is based on a compulsory subject of ESP, English Applied to Social Work, in the Degree in Social Work at the Universidad de Las Palmas de Gran Canaria. These ESP participants successfully produced numerous u-learning tasks intended for individual and collaborative learning techniques that contributed to enhance both their L2 communicative competences and the specific content of this ESP course. These collaborative u-learning tasks were planned with the intention of engaging ESP participants in their reflexive and permanent learning process. Their work was delivered not only in the face-to-face classroom but especially in different Virtual Learning Environments (VLE). [ABSTRACT FROM AUTHOR]

This paper presents the results of the second phase of the research project ''Prácticas evaluativas en la adquisición de lenguas extranjeras, PEALE'' (Assessment practices in foreign languages acquisition), mainly oriented to propose an evaluation system where the communicative competences (linguistic, sociolinguistic and pragmatic) play a very important role. The fndings reveal a set of competences not yet openly discussed: the general competences, regarded by scholars from different academic backgrounds as key factors that deeply infuence foreign language (FL) learning, teaching, and assessment processes. The general competences (i.e., learning, learning to be, learning to do and learning to learn) are part of the teachers' profle proposed in different FL teaching training programs in Colombia. Therefore, it is important to refect on the consolidation processes of these competences: both on their incidence in the students' promotion process, and on the proper use of these competences in the FL teachers' performance and professional development. Teacher training is expected to provide teachers with the appropriate tools to develop the general competences in their actual academic performance contexts. However, the strategies are yet to be defned to verify whether the general competences are consolidated with teaching practice or they tend to lose visibility in favor of the linguistic competences. Received: 17-02-09 / Accepted: 08-06-09 How to reference this article: Estrada, L. (2009). Assessment of General Competences in the Professional Development of Foreign Language Teachers. Íkala. 14(2), pp.153-180.

This article examines communicative practices in Japanese and UK English accounts of extraordinary experiences. We compare the way in which specific narrative features are handled: description of the actual experience, and the completion of the narrative. We also examine some ways in which the accounts are rhetorically designed to address skeptical alternatives. The perspective is informed by an ethnomethodological focus on communicative competences in description. This comparison identifies differences between Japanese and UK English narratives. This focus on interactional features of the data is contrasted to macro cultural or psychological perspectives on the relationship between national culture and language. [ABSTRACT FROM PUBLISHER]

This study was conducted in order to determine the beliefs of students and teachers in different levels of education about their communicative competences. The study group of this research is consisted of 600 secondary school, high school and undergraduate students and 41 of their teachers. In this study, it is observed that not a significant correlation at a considerable degree exists in the communicative competences of students with their teachers, who are from different nationalities, gender and levels. Furthermore, regarding students, educated at different levels, no relation has been observed in their communicative competences with their teachers. Moreover, while students consider their communicative competences with their teachers to be moderately adequate, teachers consider their communicative competences with their students to be adequate in general. [ABSTRACT FROM AUTHOR]

The article deals with teaching English as a foreign language with the use of modern Internet technologies. The emphasis is upon the online application Voki and beneficial ways to implement it in the classroom. The article also presents an overview of classroom activities using Voki aimed at developing students' communication skills. [ABSTRACT FROM AUTHOR]

In a changing world, the needs of those who learn English also evolve. In the last decades, the English courses for specific groups of learners have become highly important. English for special purposes found its way after the II World War. As for Romania, even if there was a certain interest in this field, it was taken to the next level only after 1990, when there appeared the economic and technological background for the development of this type of English. The scientific paper presents methods used for teaching the technical vocabulary to the first year students of the faculty of agriculture, the specialization of Technology of Processing Agricultural Products. The technical texts that are studied during the first year are those related to different types of cereals, such as wheat, maize, oats, barley, rice and millet. There is also a unit that deals with the history of food processing and types of preserving foodstuffs. The vocabulary awareness has in view various types of exercises, such as: true or false exercises and answering questions synonyms and antonyms, matching words, word-building types of exercises, find the mistakes in a given text, translation of technical texts both from Romanian into English and from English into Romanian. Typical mistakes have been found and we propose ways of correcting them. We noticed that during the students' performance the most frequent mistakes were those related to pronunciation. When learning the new vocabulary, the students confused words, trying to use the more common one; moreover, they misspelled and misused words. [ABSTRACT FROM AUTHOR]

The aim of the study was to assess the empirical model of factors determining the attitude towards acquiring communicative competences among nurses participating in the program of specialist training courses. Research was conducted using a cross-sectional study. A representative group of 1010 Polish registered nurses that took part in the postgraduate education course answered a self-report survey (three instruments: NEO-PI-R questionnaire, Communication Skills Attitude Scale (CSAS), and Empathy Understanding Questionnaire (KRE II)) from the beginning of March to the end of May 2018, which was evaluated using path analysis. The research results conducted confirmed the soundness of the created theoretical model (χ 2 = 0.278, p = 0.598, RMSEA < 0.05). It was proved that acquiring communicative competences in nurses is determined by factors such as professional experience, empathic tendency, and the intensity of agreeableness, whereby these factors are bound with each other creating a homogeneous network. The developed model demonstrated that skills can most effectively be shaped in an individual's attitude based on positive mentoring in work environment.