Research Journal of English Language and Literature (RJELAL)

A Peer Reviewed (Refereed) International Journal Vol.9.Issue 4. 2021

Impact Factor 6.8992 (ICI) http://www.rjelal.com; (Oct-Dec)
Email:editorrjelal@gmail.com; ISSN:2395-2636 (P); 2321-3108(O)

REVIEW ARTICLE

EFFECTIVE LISTENING AND SPEAKING SKILLS AS TEACHING STRATEGIES FOR ONLINE

CLASSROOM COMMUNICATION

Dr. PRIYA SASIDHARAN

Assistant Professor, Government College of Engineering kalahandi, Odisha

Abstract
The four basic skills in communication in which students are usually involved are
LSRW skills. Each of these skills serves important purposes in the online classroom
too. This paper particularly analyses the purposes served by the oral skills --Listening
and Speaking. . The two types of online communication are synchronous and
Article Received: 04/09/2021
asynchronous. Synchronous communication happens during the live lesson, where
Article Accepted: 04/10/2021 we can communicate with the students directly, via a video conferencing app.
Published online:11/10/2021 Asynchronous communication is when we use emails or any kind of messaging
DOI: 10.33329/rjelal.9.4.7
service and answer when we see the message. The art of communication is always
to be in a win situation between the teacher and student, as also in an online English
classroom context. Today a good knowledge in English belongs to the most
important requirements in many professions (McArthur, 1990). A person that
speaks English well also has a better chance of finding a good job abroad. Many
multi-national companies when dealing with Cross border business communication
will do it in English. A great impact on the overall aspects of teaching skills in online
platforms includes self-efficacy, empathy and compassion, emotional intelligence
and assertiveness. Many teachers and students are forced to switch to distance
learning without having a choice to adapt their teaching and learning processes, so
we must be able to transfer the skills we already possess to the online environment.

COMMUNICATION SKILLS AND TEACHING effective communication skills- both verbal and non-
LEARNING PURPOSES IN DIGITAL CONTEXT verbal. The teacher needs to develop and update
Communication skills that can be acquired through
According to Devito (1978) “Communication
constant training and practice. Having hold on
refers to the act, by one or more persons, of sending
pedagogy and androgodgy helps students to plan,
and receiving messages, distorted by noise within
organize, deliver and evaluate instruction based
some context, with some effect and with some
upon the sound principles of teaching learning.
opportunity for feedback”. The preparedness of the
Teacher should have enough flexibility in his/her
teacher in the online communication process is to
approach so as to adapt or modify instruction and
collect relevant data of the student’s previous
remain open to feedback from others. : Learning
knowledge, learning styles, cognitive styles,
outcomes should be clearly stated and should satisfy
motivation, interests, personality etc and to develop

7 Dr. PRIYA SASIDHARAN

Research Journal of English Language and Literature (RJELAL)
A Peer Reviewed (Refereed) International Journal Vol.9.Issue 4. 2021
Impact Factor 6.8992 (ICI) http://www.rjelal.com; (Oct-Dec)
Email:editorrjelal@gmail.com; ISSN:2395-2636 (P); 2321-3108(O)
the criterion of being SMART i.e. learning outcome will be achieved. The primary objective of
should be: instructional objectives in English language
classrooms is to achieve learning outcomes in the
● Specific
cognitive domain namely those concerned with
● Measurable developing remembering, understanding, applying,
● Achievable analyzing, evaluating and creating abilities. It also
helps in building affective relationships with
● Realistic and students (Mottet et al., 2006). The process of
● Time Framed. classroom communication is affected by a
multiplicity of factors pertaining to teachers,
If an online classroom is observed for certain
students, message, instructional methods and
duration, during the teaching learning process the
media and learning environment (Tulsi, 2000). But,
teacher and students spends most of the time
today, in this digital era it’s necessary to understand
listening and speaking. Thus through this paper we
the nature of communication and make deliberate
are going to understand the principles of effective
attempt to improve its effectiveness. Evidence
listening and speaking. Lectures thrive as a mode of
indicates that by improving communication skills,
communication and involve listening and speaking
individuals can have more effective and satisfying
skills. The term communication comes from the
communication experience. In a Journal of
Latin words communis (common) and Communice
Educational Research published in the 1950s it was
(to share). Thus both participants (teachers and
found that 45% of communication was listening,
learners) should share enough common frame of
30% speaking, 16% reading and 9% writing which
reference so that message has some sense or
can be cited even today.
significance.
ACQUIRING LISTENING SKILLS
LITERATURE REVIEW
Listening far from passively receiving and
An online teaching method comprises the
recording aural input, listeners actively involve
principles and methods as used for offline classroom
themselves in the interpretation of what they hear,
instruction. Commonly used teaching methods may
bringing their own background knowledge and
include class participation, demonstration,
linguistic knowledge to bear on the information
recitation, memorization, or combinations of these
contained in the aural text. Language learning
(Bryson, 2003). Speaking is an interactive process of
requires intentional listening that employs
constructing meaning that involves producing and
strategies for identifying sounds and making
receiving and processing information (Brown, 1994;
meaning from them (Watkins, 2005). In addition,
Burns & Joyce, 1997). Its form and meaning are
listeners must cope with the sender's choice of
dependent on the context in which it occurs,
vocabulary, structure, and rate of delivery. The
including the participants themselves, their
complexity of the listening process is magnified in
collective experiences, the physical environment,
second language contexts, where the receiver also
and the purposes for speaking (Crystal, 2001). It is
has incomplete control of the language school
often spontaneous, open-ended, and evolving.
(Bryson, 2003). Strategies to develop the speaking
However, speech is not always unpredictable.
and listening skills are essential for language
Language functions (or patterns) that tend to recur
teachers to help their students become effective
in certain discourse situations (e.g., declining an
listeners. Learning to communicate in another
invitation or requesting time off from work), can be
language takes a long time (Watkins, 2005). It is one
identified and charted (Burns &Joyce, 1997).
of the most challenging tasks students are likely to
Online Communication is an integral part of undertake, and they can easily become discouraged
any teaching learning process and its effectiveness is and bored with it. Most teachers will be familiar with
one of the factors, which determines to a large the concept of grading with a rubric, a table with
extent the degree to which the learning outcomes different criteria and a grading scale. Pronunciation

8 Dr. PRIYA SASIDHARAN

Research Journal of English Language and Literature (RJELAL)
A Peer Reviewed (Refereed) International Journal Vol.9.Issue 4. 2021
Impact Factor 6.8992 (ICI) http://www.rjelal.com; (Oct-Dec)
Email:editorrjelal@gmail.com; ISSN:2395-2636 (P); 2321-3108(O)
is a basic quality of language learning. Though most the language. This background knowledge activates
second language learners will never have the a set of expectations that help the listener to
pronunciation of a native speaker, poor interpret what is heard and anticipate what will
pronunciation can obscure communication and come next (Crystal, 2001). Top-down strategies
prevent an ESL student from making his meaning include listening for the main idea predicting,
known (Bryson, 20003). Vocabulary comprehension drawing inferences & summarizing. Bottom-up
and vocabulary production are always two separate strategies are text based; the listener relies on the
banks of words in the mind of a speaker, native as language in the message, that is, the combination of
well as second language speakers. . Students should sounds, words, and grammar that creates meaning
be encouraged to have a large production (Crystal, 2001). Strategic listeners also use
vocabulary and an even larger recognition metacognitive strategies to plan, monitor, and
vocabulary. For this reason it is helpful to evaluate evaluate their listening. They plan by deciding which
your students on the level of vocabulary they are listening strategies will serve best in a particular
able to produce (Bryson, 2003). Fluency does not situation. They monitor their comprehension and
improve at the same rate as other language skills. the effectiveness of the selected strategies. They
You can have excellent grammar and still fail to be evaluate by determining whether they have
fluent (McArthur, 1990). Fluency is a judgment of achieved their listening comprehension goals and
this ease of communication and is an important whether the combination of listening strategies
criterion when evaluating speaking (Watkins, 2005). selected was an effective one.
These criteria, pronunciation, vocabulary, accuracy,
Students need to attend to the parts of the
communication, interaction and fluency are all
listening input that are relevant to the identified
markers of a student‘s overall speaking abilities.
purpose and ignore the rest. This selectivity enables
For learners of English, listening is vital students to focus on specific items in the input and
because it is through this sense that they receive reduces the amount of information they have to
information on vocabulary, grammar, hold in short-term memory in order to recognize it.
pronunciation, spoken word order, as well as the Select top-down and bottom-up strategies that are
stress patterns of words, phrases and sentences appropriate to the listening task and use them
(Watkins, 2005). The learner may also register and flexibly and interactively (Bryson, 20003). Students'
retain words and phrases which, having heard them comprehension improves and their confidence
from a native speaker or their teacher, they know to increases when they use top-down and bottom-up
be acceptable for their own use later on (Bryson, strategies simultaneously to construct meaning in
20003). Listening is not only crucial for the learner to the listening process. For assessing Listening
understand how to learn the language, for example Proficiency one can use post-listening activities to
via instructions in the classroom or via audio devices, check comprehension, evaluate listening skills and
but also because it is a core life skill. Sometimes use of listening strategies, and extend the
called Active Listening, it involves not only the sense knowledge gained to other contexts (Watkins,
of hearing, but also being aware of body language 2005). A post-listening activity may relate to a pre-
and being able to empathize with the speaker to listening activity, such as predicting; may expand on
ensure that the message being transmitted is the topic or the language of the listening text; or may
received correctly (Bryson, 20003). Listening transfer what has been learned to reading, speaking,
strategies are techniques or activities that or writing activities (Nelson, 2003). In order to
contribute directly to the comprehension and recall provide authentic assessment of students' listening
of listening input (Crystal, 2001). Listening strategies proficiency, a post-listening activity must reflect the
can be classified by how the listener processes the real-life uses to which students might put
input. Top-down strategies are listener based; the information they have gained through listening
listener taps into background knowledge of the (Crystal, 2001). It must have a purpose other than
topic, the situation or context, the type of text, and assessment. It must require students to

9 Dr. PRIYA SASIDHARAN

Research Journal of English Language and Literature (RJELAL)
A Peer Reviewed (Refereed) International Journal Vol.9.Issue 4. 2021
Impact Factor 6.8992 (ICI) http://www.rjelal.com; (Oct-Dec)
Email:editorrjelal@gmail.com; ISSN:2395-2636 (P); 2321-3108(O)
demonstrate their level of listening comprehension also be calculated in 70: 30 ratios. It’s not what you
by completing some task. say but how you say it that determines the
effectiveness of your speaking. Speaking involves
The best way to understand people is to listen
personality factors too. The receiver interprets tonal
to them” Ralph Nichols.
quality, and person’s facial expression, gestures,
The different types of listening in Classrooms body posture etc. and give meaning to the intended
can be categorized as (a) Active listening where the message. More the congruence between verbal and
listeners paraphrase and confirm the concept of the nonverbal communication, greater is the
topic delivered and thereby provide feedback (b) effectiveness of communication. Non-verbal
Critical listening which involves reasoning and a communication can be broadly classified into:
systematic approach like academic rules and
 Kinesics (facial expression, gestures, body
regulations or warnings and (c) Empathetic listening
postures, eye contact),
where emotional support is provided to the speaker
as a psychiatrist listens to a patient. The teachers  Paralanguage (mode, volume, pitch,
listening empathetically enhance student’s self- rhythm, articulation, pronunciation)
respect and natural friendliness with the teacher  Artifacts (clothing, jewellery, cosmetics,
which promotes effective communication. The tattoos, piercing, hairstyle)
example of empathetic listening is providing  Chronemics (time)
emotional support as a psychologist does to a  Proxemics (space)
patient. The speaker should have an in-depth
ACQUIRING SPEAKING SKILLS knowledge of one’s subject/content to be delivered
is a precondition to effective communication. If you
Speaking is a crucial part of the language have thorough understanding of the subject, the
learning process. Effective instructors teach flow and continuity will be there in communication.
students speaking strategies -- using minimal The teacher will be able to give adequate
responses, recognizing scripts, and using language to explanation, relate subject to daily life and to other
talk about language -- which they can use to help subjects, and clarify doubts of students. Message
themselves expand their knowledge of the language communicated ought to be well organized. And be
and their confidence in using it. Minimal responses presented in topical sequencing, Journalistic
are predictable, often idiomatic phrases that sequencing, or Chronological sequencing.
conversation participants use to indicate
understanding, agreement, doubt, and other When the teachers maintain eye contact, it is
responses to what another speaker is saying. Some motivating for the students and they pay attention
oral communication situations are associated with a to what is being said. Avoidance of eye contact may
predictable set of spoken exchanges or a script. result in lack of attention, discipline problems or
Greetings, apologies, compliments, invitations, and boredom, especially in online platform and even
other functions that are influenced by social and helps the students to divert or engage in other social
cultural norms often follow patterns or scripts media or game zones. Its only by maintaining eye
(Watkins, 2005). contact with class, can obtain tonnes of non-verbal
feedback. Face is the index of mind and you express
Speaking involves use of a language, and use feelings through your facial expression. Face is the
of a language involves knowledge of its vocabulary, index of mind. Emotions expressed through facial
grammar, pronunciation and expression. The expressions and gestures lend support to verbal
effectiveness of speaking depends upon the content. When you say very small, large or big or you
following three factors: 1. Verbal content 2. Tonal want to say right or left, you automatically use
quality 3. Non-verbal behavior. The verbal and appropriate gestures. Audio signals will be
nonverbal can be compared to an iceberg, if the tip interpreted only when they reach the audience.
is verbal the rest of the ice berg is nonverbal. It can Voice needs to be audible and clear to all the

10 Dr. PRIYA SASIDHARAN

Research Journal of English Language and Literature (RJELAL)
A Peer Reviewed (Refereed) International Journal Vol.9.Issue 4. 2021
Impact Factor 6.8992 (ICI) http://www.rjelal.com; (Oct-Dec)
Email:editorrjelal@gmail.com; ISSN:2395-2636 (P); 2321-3108(O)
students in the class. Pronunciation and articulation further motivating the speaker to continue. On the
go hand in hand. Better the articulation better is the other hand the purpose of speaking is to explain,
pronunciation. Many of the commonly used words state and describe, question, and above all provide
are wrongly pronounced. Mother tongue relevant information to get positive feedback .Also.
interference or MTI can affect pronunciation but The internal and external factors to be considered in
practice leads to perfection. The rate of delivery in the teaching learning process include: Internal
the classroom usually should remain within 90 to110 factors are those that the individual language
words per minute. If you are dealing with simple learner brings with him or her to the particular
easy material, the rate of delivery can be little faster learning situation like age, personality, motivation,
and if you are dealing with complex difficult experiences and cognition whereas
material, the rate of delivery can be slower.
External factors are those that characterize a
CONCLUSION particular language learning situation as Curriculum,
Culture and status. But it’s clearly, second-language
Teachers make use of all the four
learners who have no extensive access are likely to
communication skills. Before going to the class, they
make slower progress, particularly in the oral/aural
prepare for the class and are involved in reading and
aspects of language acquisition.
writing and while in class, they are involved in
speaking, listening and writing. And at times, in class Even in the online communication platform
they may be involved in reading also. Speaking and impressions do last longer, it’s necessary to dress
listening are parts of oral communication that go formally while going to an online class. Dressing
hand in hand. If a teacher uses expository learning according to the situation, you feel more confident...
strategies such as lectures, he/she is speaking most Use pauses at appropriate places to convey the
of the time and if active learning strategies are used, meaning you intend to convey. Silence also conveys
students are involved in speaking more than message. It may convey a message of agreement or
listening. Research in the field of communication disagreement. Some usage of fillers or repetitive
indicates that higher the effectiveness of words used frequently but convey no meaning
communication, greater is the chance of causes discomfort to the listener. For example, right,
instructional objectives or learning outcomes to be you see, you know, actually, you understand, yes, OK
achieved especially in online interactive learning etc. These are filler words which need to be
platforms. eliminated from the repertoire.
with nternet-based technology supplies learners
In the process of listening two messages do
Internet based technologies provides
flow. One is the content of the lecture and the other
teachers and learners with authentic and realistic
is the feeling or emotions beyond words. Thus for
resources to implement and practice. Teachers
effective listening and speaking both the intellectual
regardless of using technology or not should prepare
and emotional involvement is required. The
pre ---hile and post – learning activities for online
message that the idea is properly conceptualized is
classrooms. As technological developments are
given through feedback which is mostly nonverbal
rapid teachers need to professionally update
like having proper eye contact or verbal like asking
themselves. Arindham Choudhary has rightly
questions or by engaging in meaningful discussions
remarked, “You can never succeed with people
and thus motivates the speaker to continue. In
without mutual trust and understanding. Effective
classroom a relationship of trust developed among
communication skills could just be the difference
teacher and students can be due to effective
between success and you”. Communication has
listening and speaking only.
assumed great importance in life. People who are
The purposes of listening is to interpret the effective communicators lead a smooth life, enjoy
communication in the classroom context to good interpersonal relations and are more
understand the concept and ideas shared, respond successful in career. In teaching-learning situation,
and provide positive feedback to speaker thus communication plays an important role. Every

11 Dr. PRIYA SASIDHARAN

Research Journal of English Language and Literature (RJELAL)
A Peer Reviewed (Refereed) International Journal Vol.9.Issue 4. 2021
Impact Factor 6.8992 (ICI) http://www.rjelal.com; (Oct-Dec)
Email:editorrjelal@gmail.com; ISSN:2395-2636 (P); 2321-3108(O)
activity of a teacher involves an element of
communication. Integration of strategies and
resources in appropriate measures and
implementing it through innovative technological
methodologies is thus beneficial to both teachers
and learners.

REFERENCES

Brown, H.D. (1994). Teaching by principles: an

interactive approach to language pedagogy.
Englewood Cliffs, NJ: Prentice Hall Regents.

Bryson, B. (2003). Mother tongue. Texas: Harper

collins.

Burns, A. & Joyce, H. (1997). Focus on speaking.

Sydney: National Center for English Language
Teaching and Research.

Choudhuri, Arindham (2001). ‘Count your Chicken

Before They Hatch. Media: Vihar Publication
Pvt. Ltd.

Arora, Neena. A study of Nayantara Sahgal and

Dorris Lessing. New Delhi: Prestige Books.
1991. Print.

12 Dr. PRIYA SASIDHARAN