Talking technology: Teaching 21st century communication strategies

Ken Beatty
Ken Beatty
A teacher holding a tablet to a young student in a classroom sat at a table
Reading time: 4 minutes

When my son created a web consulting business as a summer job, I offered to have business cards made for him. “Oh Dad,” he said, “Business cards are so 20th century!”

It was an embarrassing reminder that communication norms are constantly changing, as are the technologies we use. Younger generations share contact information on their phones’ social media apps, not with business cards. A similar shift has been the move away from business cards featuring fax numbers. “What’s a fax?” my son might ask.

Fax machines have had a surprisingly long life–the first fax machine was invented in 1843–but they have been largely retired because it’s easier to send images of documents via email attachments.

More recent technologies, such as the 1992 invention of text messages, seem here to stay, but continue to evolve with innovations like emojis, a 1998 innovation whose name combines the Japanese words e (picture) and moji (character). 

The 55/38/7 rule and the three Cs

Changing technologies challenge language teachers who struggle to prepare students with the formats and the strategies they need to be effective in academic, business, and social settings. These challenges start with questions about why we have particular norms around communication. These norms form a culture of communication.

The artist/musician Brian Eno defines culture as what we don’t have to do. We may have to walk, but we don’t have to dance. Dancing, therefore, is culture. Communication is full of cultural practices that we don’t strictly need to do, but which make communication more successful. These include practices based on the 55/38/7 Rule and The Three Cs.

The 55/38/7 rule is often misinterpreted as being about what someone hears when we speak. It actually refers to the insights of University of California professor, Albert Mehrabian, who looked at how our attitudes, feelings, and beliefs influence our trust in what someone says.

Mehrabian suggests words only account for seven percent of a message’s impact; tone of voice makes up 38 percent, and body language–including facial expressions–account for the other 55 percent. The consequence of this for our students is that it’s sometimes not so important what they are saying as how they are saying it.

Another way of looking at this nonverbal communication is in terms of The Three Cs: context, clusters, and congruence. 

Context is about the environment in which communication takes place, any existing relationship between the speakers, and the roles they have. Imagine how each of these factors change if, for example, you met a surgeon at a party compared to meeting the same surgeon in an operating theater where you are about to have your head sawn open.

Clusters are the sets of body language expressions that together make up a message; smiling while walking toward someone is far different than smiling while carefully backing away.

Congruence refers to how body language matches–or doesn’t match–a speaker’s words. People saying, “Of course! It’s possible!” while unconsciously shaking their heads from side to side are perhaps being less than truthful.

How does a culture of communication practices translate to new technologies? Mobile phone texts, just like 19th-century telegraph messages before them, need to be precise in conveying their meaning.

In virtual meetings (on Teams and Google Hangouts, for example), students need to understand that tone of voice, facial expressions, and body language may be more important than the words they share.

Politeness as one constant

An additional key concern in virtual meetings is politeness. Once, in preparation for a new textbook, I was involved in soliciting topics of interest to university teachers. I was surprised that several teachers identified the need to teach politeness. The teachers pointed out that the brevity of social media meant that students were often unwittingly rude in their requests (typical email: “Where’s my grade!”). Moreover, such abruptness was crossing over to their in-person interactions.

Politeness includes civility, getting along with others, as well as deference, showing respect to those who may have earned it through age, education, and achievement. But politeness is also related to strategies around persuasion and how to listen actively, engage with other speakers by clarifying and elaborating points and ask a range of question types. Online or in person, if students cannot interrupt politely or know when it is better to listen, whatever they have to say will be lost in the court of bad opinion.

This is particularly important in preparation for academic and business contexts where students need to interact in groups, such as seminar settings and business meetings. Within these, it’s necessary for students to be able to take on a variety of roles, including leadership, taking notes, and playing devil’s advocate to challenge what a group thinks.

Engaging students with project work

Role-play can help raise awareness of these strategies among students, but it’s not enough to just take on a variety of roles found in common academic and business exchanges; students need to be able to reflect after each role-play session and infer what strategies are successful.

Technology-based projects can also help students engage in a range of communication strategies. For example, a Pearson series, StartUp, embraces technology in each unit by sprinkling various text messages and web-based research tasks. There are also multimedia projects where students use their phones to collect images or video and share the results in presentations that develop their critical thinking.

For example:

Make your own video

Step 1 Choose a favorite restaurant or meal.

Step 2 Make a 30-second video. Talk about the meal. Describe what you eat and drink. Explain why you like it.

Step 3 Share your video. Answer questions and get feedback.

This simple project subconsciously reinforces the unit’s vocabulary and grammar. It also allows students to personalize the project based on things that they need to talk about in daily life–their local foods in this case. This means that each student’s presentation is unique. Unlike with essay assignments, students tend to work hard to craft several versions until they are satisfied because they know their work will be seen by other students and that they will be asked questions that only they can answer.

All this forces students to consider speaking strategies, as well as strategies for appropriate facial expressions and body language. Similarly, they have to use active listening strategies when listening to others’ presentations while asking questions. As technology continues to evolve, teachers need to integrate new applications into their teaching so students learn how to communicate with the tools they have at their disposal.

Read our blog post 'How to motivate and engage students with authentic video'.

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    Four steps to make sure the transition back to school goes well
    By Donatella Fitzgerald MBE
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    As a new school year begins, teachers and parents share the same goal: helping students return to learning with confidence.

    After the long summer break, many learners are excited to see their friends again, but getting back into a school routine isn't always easy. Some students may be starting a new class, meeting a new teacher or preparing for important exams. For English language learners, returning to the classroom can also mean rebuilding confidence in using English every day.

    A smooth transition back to school can help students feel more settled, engaged and ready to learn. Here are four practical ways teachers and families can support learners as they start the academic year.

    1. Be organized and create routines

    "Organizing is what you do before you do something, so that when you do it, it's not all mixed up." – A. A. Milne

    Strong routines help students know what to expect and reduce unnecessary stress during the first few weeks of school.

    At home, families can hold a "back-to-school meeting" to agree on routines for the year ahead. This could include:

    • Getting school bags and clothes ready the evening before
    • Setting regular homework times
    • Planning family mealtimes
    • Making time for exercise and relaxation

    When everyone has a chance to contribute, it helps build routines that are realistic and easier to stick to. Writing these routines on a family planner or wall chart can also help everyone stay on track.

    For English language learners, consistent routines can be especially helpful. Predictable study times create regular opportunities to practise reading, speaking or reviewing vocabulary, helping students build confidence throughout the school year.

    2. Start bedtime routines early

    "Early to bed and early to rise, makes a man healthy, wealthy, and wise." – Benjamin Franklin

    Good sleep plays an important role in students' wellbeing, concentration and learning.

    After the holidays, it can be difficult to switch from late nights back to early mornings. Rather than making sudden changes, encourage families to gradually move bedtimes earlier by 30 to 60 minutes over several days before school starts. This makes the adjustment much easier for everyone.

    Reducing screen time before bed can also improve sleep quality. Ideally, children and adults should avoid screens for at least 30 minutes before going to sleep.

    Well-rested students are more likely to stay focused, participate in class discussions and retain new vocabulary and language skills.

    3. Talk about homework and teach organizational skills

    "When it's obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps." – Confucius

    Organization is a skill that develops over time and can make a significant difference to students' success.

    As homework increases throughout the school year, parents and teachers can work together to help students develop good study habits.

    Encourage learners to:

    • Break homework into manageable tasks
    • Create a weekly study plan
    • Prioritize more challenging work when they have the most energy
    • Set realistic goals for completing assignments

    Introducing SMART goals can also help students take ownership of their learning:

    • Specific – What exactly will they do?
    • Measurable – How will they know they've succeeded?
    • Achievable – Is the goal realistic?
    • Relevant – How does it support their learning?
    • Time-bound – When will they complete it?

    Creating a quiet, organized study space at home also helps students stay focused. Parents can support learners by being available to answer questions, encouraging effort and celebrating progress—not just results.

    For English language learners, homework routines might also include reading for a few minutes in English each day, reviewing vocabulary or practicing speaking with family members or classmates.

    4. Make mealtimes quality family time

    "Kids who grow up having family dinners, when they're on their own, tend to eat more healthily." – Anne Fishel

    Busy schedules can make it difficult for families to spend time together, but sharing a meal provides a valuable opportunity to connect and talk about the day.

    Simple conversations help children reflect on their experiences and build confidence expressing themselves. Families might ask questions such as:

    • What did you enjoy at school today?
    • What made you laugh today?
    • What was something new you learned?
    • Was there anything you found challenging?

    Listening carefully and giving children your full attention shows that their thoughts and feelings matter. Even if weekday meals aren't always possible, planning time together at weekends can have lasting benefits.

    For students learning English, these conversations can also provide valuable opportunities to practice new words, describe their day and build confidence communicating outside the classroom.

    Help students start the year with confidence

    Returning to school is about more than buying new supplies or preparing lesson plans: it's about helping students feel ready to learn.

    By establishing routines, encouraging healthy habits, supporting independent study and making time for meaningful conversations, teachers and families can work together to create a positive start to the school year.

    Small, consistent actions during the first few weeks can help students settle in more quickly, rebuild confidence and develop habits that support successful learning throughout the year.

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    Do at-home tests lack real support?
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    One of the most persistent concerns around at-home English testing is the perception that candidates are left largely on their own, having to navigate systems, troubleshoot issues and manage the entire experience without any meaningful support. For students already under pressure, this assumption can create hesitation and, in some cases, discourage them from choosing remote testing altogether. But today’s at-home testing experience looks very different. 

    Online tests like PTE Express provide clear, accessible preparation materials that include detailed guidance, checklists and FAQs that walk candidates through every requirement. This ensures there is no ambiguity around what is expected, from technical setup to testing conditions. 

    Before the test starts, candidates are guided through comprehensive system readiness checks. These verify:

    • Device compatibility
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    • Audio and camera functionality
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    This proactive step is vital. It significantly reduces the likelihood of disruptions on test day and ensures candidates can begin their session with confidence, knowing that everything is set up correctly.

  • A man sat in a pod chair working on laptop
    A teacher's guide to safe and ethical AI use for students
    By Charlotte Guest
    Reading time: 5 minutes

    Artificial Intelligence (AI) is becoming a normal part of education. Many students now use AI tools like ChatGPT, Gemini and Microsoft Copilot to help with homework, writing, studying and even learning new languages.

    These tools can be very helpful, but they also bring new challenges. Some students use AI to improve their understanding, while others may rely on it too much or copy its answers without thinking.

    Teachers have an important role to play. Instead of telling their students not to use AI, they can teach them to use it use it safely, responsibly and ethically. When students understand both the benefits and the risks, they can use AI to become better learners rather than simply finding shortcuts.

    What does ethical AI use mean?

    Ethical AI use means using AI in a fair, honest and responsible way.

    Students should think of AI as a learning assistant, not as someone who completes their work for them. AI can explain grammar, suggest vocabulary, give writing feedback or help students practise conversations. However, students should still make their own decisions, solve problems and create their own work.

    A simple rule to remember is:

    Use AI to support your learning, not replace it.

    This mindset helps students develop real language skills and become more confident learners.

    Talk openly about AI in the classroom

    Many students are already using AI, whether teachers ask them to or not. Because of this, it's important to create an open and honest conversation about AI rather than ignoring it.

    When students know they can ask questions without being judged, they are more likely to use AI responsibly. Explain when AI is helpful, when it should not be used and why learning still requires effort and practice.

    Every school may have different rules about AI, so make sure your students understand your expectations. If everyone knows what is allowed and what is not, there is much less confusion.

    Show students how AI can support learning

    AI works best when it helps students think, practice and improve.

    For example, students can ask AI to:

    • Explain difficult grammar rules
    • Create vocabulary quizzes
    • Suggest speaking questions
    • Practice everyday conversations
    • Check writing for grammar and spelling mistakes
    • Rewrite a text using simpler or more advanced English
    • Generate ideas before starting a writing task

    These activities encourage active learning because students are still involved in the process.

    However, AI should not be used to write essays, complete homework or answer exam questions without the student's own effort. If AI does everything, the student misses valuable opportunities to practice and improve.

    Protect students' privacy

    One of the most important lessons teachers can share is how to protect personal information online.

    Students should understand that AI tools may store conversations or use them to improve their systems. Because of this, they should never share private or sensitive information.

    Remind students not to enter:

    • Full names
    • Home addresses
    • Phone numbers
    • Passwords
    • Personal photos
    • School records
    • Private information about friends or family

    Instead, encourage students to use general examples when asking questions.

    For example, instead of sharing a real student's name in a piece of writing, they can simply say "the student" or create a fictional example.

    Learning to protect personal information is an important digital skill that goes beyond using AI.

    Teach students to question AI's answers

    AI is impressive, but it is not perfect.

    Sometimes AI gives incorrect information, misunderstands a question or even invents facts and references. Because AI often sounds confident, students may believe everything it says without checking.

    This is why critical thinking remains essential.

    Encourage students to ask themselves questions such as:

    • Does this answer make sense?
    • Can I find the same information somewhere else?
    • Would my teacher agree with this explanation?
    • Have I understood the answer or am I just copying it?

    Helping students develop these habits will make them stronger learners long after they leave the classroom.

    Encourage honesty and responsibility

    Being honest about AI use is an important part of academic integrity.

    If students use AI to brainstorm ideas, improve grammar or practice vocabulary, that can be a positive learning experience. However, they should not pretend that AI-generated work is completely their own if school policies require them to explain how AI was used.

    Teachers can make this easier by clearly explaining what is acceptable in different activities. For example, AI might be allowed for homework planning but not during assessments or exams.

    When expectations are clear, students are more likely to make responsible choices.

    Create simple classroom AI guidelines

    Instead of giving students a long list of rules, try creating a short classroom agreement together.

    You could ask students questions like:

    • When is AI useful?
    • When should we avoid using AI?
    • What does responsible AI use look like?
    • How can AI help us become better language learners?

    Together, you can create a simple agreement such as:

    • I will use AI to help me learn.
    • I will think before accepting AI's answers.
    • I will check important information.
    • I will not copy AI work and claim it as my own.
    • I will protect my personal information.
    • I will ask my teacher if I am unsure.

    When students help create the rules, they often feel more responsible for following them.

    Remember that teachers are still essential

    Some people worry that AI will replace teachers. In reality, AI cannot replace the human side of teaching.

    Teachers motivate students, answer unexpected questions, understand emotions and adapt lessons to meet individual needs. They encourage creativity, build confidence and create meaningful relationships in the classroom.

    AI can provide information, but it cannot replace encouragement, empathy or the experience that teachers bring every day.

    The best classrooms will combine the strengths of both teachers and technology.

    Supporting safe AI use in language learning

    AI is likely to remain an important part of education and language learners can benefit greatly from using it effectively. Instead of seeing AI as something to fear, teachers can help students understand how to use it safely, ethically and responsibly.

    By encouraging critical thinking, protecting privacy, promoting honesty and showing students how AI can support learning rather than replace it, we prepare them for a future where technology plays an important role.

    The goal isn't to stop students from using AI. The goal is to help them become confident, independent learners who know how to use these powerful tools wisely. With clear guidance from teachers, AI can become a valuable learning partner as students continue to develop the language skills and critical-thinking abilities they need for success.