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Open research questions in Communication in Education and Healthcare

1,213 unresolved questions extracted from the limitations and future-work sections of 4,622 Communication in Education and Healthcare papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • further studies could investigate the long-term effects of the Empathy–Compassion training, - research could explore the application of the training in different educational settings, - studies could examine the impact of the training on student outcomes

    Listening competencies in school teachers following a 10-week empathy-compassion dyadic training: A pilot study · 2026 · DOI

  • The lack of sufficient development of social and emotional competencies in teacher training programs. The limited focus on interpersonal skills, such as listening, in teacher education. The need for structured dyadic practice to enhance teachers' relational competencies and foster compassionate engagement.

    Listening competencies in school teachers following a 10-week empathy-compassion dyadic training: A pilot study · 2026 · DOI

  • The study faced the challenge of addressing the gap in empirical research on listening in mental health care. The researchers had to develop a nuanced understanding of listening practices in community and inpatient settings. The study required the use of a flexible and iterative approach to data analysis.

    Listening in mental health: Practitioner listening practices in clinical mental health care settings · 2026 · DOI

  • There is a lack of empirical research on listening in mental health care. The concept of listening is often overlooked or taken for granted. Prior work has not fully explored the complexities of listening practices in mental health care.

    Listening in mental health: Practitioner listening practices in clinical mental health care settings · 2026 · DOI

  • There is growing literature explaining how instructors' mindset beliefs affect students, but little is known about instructors' universality and brilliance beliefs, despite evidence that all three beliefs uniquely impact student outcomes.

    Characterizing the Content and Mechanisms of Instructor Messages that Communicate Instructor Beliefs About Ability to Undergraduates · 2026 · DOI

  • Occupational burnout among English teachers has become a pressing concern, yet the mechanisms linking teachers’ social-emotional competence (SEC) to burnout remain incompletely understood.

    English teachers’ social-emotional competence and occupational burnout: the mediating role of teaching efficacy and the moderating role of perceived organizational support · 2026 · DOI

  • ABSTRACT Decision‐makers frequently rely on advice from advisors, yet little is known about the factors influencing advisors' willingness to give advice (WTGA).

    An Exploration of How Motivations and Perceived Ability Influence an Advisor's Willingness to Give Advice · 2025 · DOI

  • While prior studies provide valuable insights into the role of teacher talk and its impact on learning outcomes, there remains a need for further research on how contextual factors may interact with student perceptions to influence language learning.

    The impact of the student perception of teacher talk on student language learning attainment · 2025 · DOI

  • We suggest that these instructor practices should be investigated as potential factors to equalize perceptions of instructor support by students with different anxiety levels in introductory biology.

    Is Support in the Anxiety of the Beholder? How Anxiety Interacts with Perceptions of Instructor Support in Introductory Biology Classes · 2024 · DOI

  • It was beyond the scope of this study to empirically examine the results of good communication in organizations as iden- tified in the survey of textbooks, i. So often students find it difficult, particularly if they are lacking in organizational ex- perience, to make the appropriate linkage between what is taught and what is valued and effective in the workplace.

    Is what we teach about organizational communication what they practice in organizations? · 1987 · DOI

  • The relative contributions of the affective and power components to performance appraisal ratings, as well as changes in affect and power over time, are obvious relationships which need to be examined by future investigators. While some research has been conducted (mostly on the impact of demographic variables), the results are inconsistent and difficult to fit into an integrative whole because of differing methodologies and the lack of a theoretical framework.

    A review of the effects of non‐verbal cues on the performance appraisal process · 1987 · DOI

  • Additional research is needed to clarify the role of emotional empathy in peer social support, particularly with respect to the behaviors that stem from an empathic disposition. Additional research is needed to identify the specific character of the sup portive behaviors to which advanced social-cognitive skills contribute. None of the skills assessed in this study were related to popularity with peers; at present, then, the social-cognitive and communicative bases of popularity during preadolescence remain undetermined.

    Popular, Rejected, and Supportive Preadolescents: Social-Cognitive and Communicative Characteristics · 1987 · DOI

  • While one may speak of behaviors that are "objectively" competent to perform, in the manner that Duncan and Fiske (1977) have shown certain movements to facilitate conversational turn-taking, the search for "objective" indicants of competence is insufficient.

    Implicit theories of communicative competence: Situational and competence level differences in judgments of prototype and target · 1986 · DOI

  • While one may speak of behaviors that are "objectively" competent to perform, in the manner that Duncan and Fiske (1977) have shown certain movements to facilitate conversational turn-taking, the search for "objective" indicants of competence is insufficient.

    Implicit theories of communicative competence: Situational and competence level differences in judgments of prototype and target · 1986 · DOI

  • Could such nuances be per- ceived by listeners? These questions and many of the others suggested by this research remain to be tested.

    Verbal and nonverbal communication of warmth to children, foreigners, and retarded adults · 1987 · DOI

  • Much work remains to be done before the view advanced here can be deemed affirmed, but the available evidence indicates the perspective has considerable merit.

    Perceptions of speaking ability: An explanation for stage fright · 1986 · DOI

  • The findings relevant to our second re search question suggest that future research should examine student locus of control as a predictor of resistance to specific control attempts with actual misbehaviors.

    Locus of Control as a Mediator: A Study of College Students’ Reactions to Teachers’ Attempts to Gain Compliance · 1986 · DOI

  • Future research should consider the dyadic behavioral system and focus on interlocked patterns of behavior.

    Distortion of Communication in Hierarchical Relationships · 1986 · DOI

  • The complexity of interpreting silence in different cultural contexts. The difficulty of using silence effectively in modern professional and personal environments. The need to balance silence with verbal communication in effective communication.

    The Power of Silence: An Invisible Soft Skill in Modern Communicatio · 2026 · DOI

  • Further study on the role of silence in different cultural contexts. Investigation of the impact of silence on communication outcomes in various domains.

    The Power of Silence: An Invisible Soft Skill in Modern Communicatio · 2026 · DOI

  • The study identifies a gap in the understanding of the relationship between communicative strategies and public speaking anxiety among Senior High School students. The study highlights the need for research on the mediating effect of gender on the relationship between communicative strategies and public speaking anxiety.

    Mediating effect of gender on communicative strategies and public speaking anxiety among Senior High School students · 2026 · DOI

  • Based on the findings and conclusions of the study, several recommendations are proposed. The instructional enhancement framework titled “From Avoidance to Achievement” may be evaluated, validated, and localized by Oral Communication in Context teachers within the Schools Division Office of Tarlac Province to determine its applicability in classroom-based oral communication instruction. 88 International Journal of Language, English Studies, Translation, and Communication Research (IJLESTCR) Regular assessment of students’ communicative strategy use and public speaking anxiety levels may also be conducted to monitor learners’ communication development and identify appropriate intervention strategies. Communication training programs and anxiety-sensitive instructional approaches may likewise be designed for students who demonstrate elevated levels of communication apprehension, particularly among female and HUMSS learners. Furthermore, English language teachers and communication educators may integrate learner-centered speaking activities, collaborative communication tasks, and supportive oral interaction strategies that encourage the use of compensatory communicative behaviors instead of avoidance patterns. Future researchers may also conduct longitudinal or comparative studies involving other academic strands, educational settings, or ESL populations to further examine the relationship between communicative strategies, gender, and public speaking anxiety. REFERENCES Ahmad, S. N., Rahmat, N. H., Shahabani, N. S., & Khairuddin, Z. (2022). Discovering the relationship between communication strategies and fear of oral presentation among university students.

    Mediating effect of gender on communicative strategies and public speaking anxiety among Senior High School students · 2026 · DOI

  • The study has a limited sample size. The study uses a non-experimental design. The follow-up evaluation is short. The study suggests the need for more intensive intervention for participants with moderate self-esteem.

    Speak Up, Stand Out: Improving Self-Confidence through Public Speaking Training for Psychology Students · 2026 · DOI

  • Further research with larger and more diverse samples is needed. Experimental/quasi-experimental designs and medium-to long-term evaluations are suggested. The development of booster sessions or follow-up modules targeting social comparison and academic authority anxiety is recommended.

    Speak Up, Stand Out: Improving Self-Confidence through Public Speaking Training for Psychology Students · 2026 · DOI

  • Future studies can use the School Communication Scale to examine the relationship between school communication and student outcomes. Future studies can investigate the effectiveness of communication interventions in schools. Future studies can explore the use of the School Communication Scale in different educational contexts.

    Development of the School Communication Scale · 2026 · DOI

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1,213 open questions have been extracted from the limitations and future-work passages of 4,622 Communication in Education and Healthcare papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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