Mobile App-Based Tracking of Daily Explicit and Implicit Sense of Agency Among Adults Living in Japan: Longitudinal Observational Study.

Instructional communication is a critical determinant of effective teaching and learning in higher education because it shapes how knowledge is transmitted, interpreted and experienced by students (Morreale, ). In communication research, instructional communication refers to the systematic study of how messages, relational dynamics and communicative strategies influence learning processes and educational outcomes (Goodboy, ; Sellnow et al., ). Conley and Ah Yun () summarised that: []nstructional communication has since been generally defined as the area of research that investigates the communicative dynamics of teaching and learning relative to the exchange of meanings between, and among teachers and students, situated in any context or setting, about any subject matter, of any field. (p. 452) In this sense, the relevance of instructional communication is evident in contexts characterised by communicative diversity, where students differ in language proficiency, cultural background and communicative abilities (Powell & Powell, ). In such contexts, equitable participation in learning depends not only on physical access to institutions but also on communicative access to teaching, interaction and assessment processes. In Australian context, Cronin et al. () observed that for students with communication disorders, communicative access is directly linked to academic participation and learning outcomes. Globally, examples have been given from research that students who are deaf or hard of hearing may experience difficulties with speech perception in lecture environments, classroom discussion participation, auditory processing during rapid instruction and access to spoken information in multilingual settings (Bell et al., ; Percival et al., ). Students with speech, language and cognitive-communication disorders may also encounter barriers in oral presentations, interactive classroom engagement, comprehension of academic discourse and assessment communication (Kormos & Smith, ). As Roberts () found in the United Kingdom (UK) higher education context, these barriers are intensified in higher education environments where communication practices are heavily dependent on verbal instruction, lecture-based teaching and text-dense learning materials. He concluded that these ‘are not only technical barriers but institutionalised denials of epistemic credibility and participatory belonging’ (Roberts, , p. 18). Research in audiology and communication disorders has further shown that inaccessible instructional environments may contribute to social isolation, reduced classroom participation and poorer academic adjustment among students with communication disorders (Bell et al., ; Bell & Swart, ; Percival et al., ).