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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    Mindfulness in the classroom: Autopilot and paying attention
    Por Amy Malloy
    Reading time: 4 minutes

    In today's digital world, students face constant distractions that can make it difficult to stay focused during lessons. From social media notifications to endless online content, maintaining attention has become one of the biggest challenges in modern education.

    This is where mindfulness in the classroom can make a significant difference. By helping students become more aware of the present moment, mindfulness can strengthen concentration, improve learning outcomes, and support overall wellbeing.

    What is "Autopilot" thinking?

    Have you ever reached the end of a page in a book and realized you can't remember what you just read?

    This experience occurs when the brain slips into a semi-conscious state, often referred to as "autopilot" mode. During autopilot, we continue carrying out tasks while our thoughts drift elsewhere, planning future events, worrying about problems or replaying past experiences.

    While this automatic mode helps us complete routine tasks efficiently, it can also reduce our awareness of what's happening right now. As a result, students may appear present in class while their attention is elsewhere.

    For educators, understanding this tendency is essential because sustained attention is critical for learning, memory formation and academic success.

    Why mindfulness matters in education

    According to mindfulness expert Jon Kabat-Zinn, mindfulness means:

    "Paying attention in a particular way: on purpose, in the present moment and non-judgmentally."

    The key phrase is "on purpose".

    Mindfulness trains students to deliberately focus their attention rather than allowing their minds to wander automatically. Like any skill, attention becomes stronger with practice. Repeated mindfulness exercises help create neural pathways that support concentration and self-awareness.

    For younger children, this is especially important because the brain develops rapidly during the primary school years. Building healthy attention habits early can have lasting benefits throughout education and beyond.

    Benefits of mindfulness in the classroom

    Implementing mindfulness activities in schools can offer several advantages:

    Improved attention span

    Regular mindfulness practice helps students sustain focus for longer periods, making it easier to engage with lessons, reading tasks and independent study.

    Better learning outcomes

    When students pay closer attention, they absorb and retain information more effectively, leading to stronger academic performance.

    Reduced stress and anxiety

    Mindfulness techniques can help students manage exam pressure, classroom stress and emotional challenges by encouraging calm, focused awareness.

    Stronger emotional regulation

    Students become more aware of their thoughts and feelings, helping them respond thoughtfully rather than react impulsively.

    Enhanced digital wellbeing

    Mindfulness can help counteract the constant distractions created by smartphones, social media and digital devices.

    Why attention skills are more important than ever

    Many educators are concerned about the impact of technology on student concentration. While researchers continue to debate whether overall attention spans are shrinking, there is broad agreement that attention is shaped by habit.

    The brain becomes better at whatever it repeatedly practices.

    If students frequently switch between apps, notifications and multiple streams of information, sustained focus can become more difficult. Conversely, practicing mindful attention strengthens the brain's ability to concentrate on a single task.

    This is particularly important for teenagers. During adolescence, the brain undergoes significant restructuring, strengthening frequently used neural pathways while reducing those that are rarely activated.

    The message is simple: attention is a skill that improves through use.

    Three mindfulness activities for students

    Teachers can introduce mindfulness through simple exercises that fit naturally into the school day.

    1. Mindful technology use

    Help students develop awareness around screen time by encouraging intentional device use.

    Steps:

    1. Pause before using a device.
    2. Notice how you feel.
    3. Decide on a single task to complete.
    4. Visualize the steps required.
    5. Complete the task without distractions.
    6. Put the device away once finished.
    7. Reflect on any urge to continue scrolling.

    2. Mindful eating exercise

    This activity encourages students to engage all their senses and become fully present.

    Ask students to:

    • Observe five things they can see about their snack.
    • Notice five things they can feel.
    • Identify five scents.
    • Slowly taste the food and recognize subtle flavors.
    • Reflect on the experience.

    This exercise develops sensory awareness and helps students practice sustained attention.

    3. Breath counting for focus

    One of the simplest and most effective mindfulness exercises for students.

    Instructions:

    1. Sit comfortably.
    2. Close your eyes or soften your gaze.
    3. Focus on your breathing.
    4. Count each breath from one to ten.
    5. If your mind wanders, gently return attention to the breath.
    6. Repeat as needed.

    Over time, students often find it easier to maintain concentration and remain present.

    How teachers can introduce mindfulness successfully

    Teachers do not need extensive training to begin incorporating mindfulness into lessons. Small, consistent practices often produce the greatest benefits.

    Consider:

    • Starting lessons with a one-minute breathing exercise.
    • Using mindfulness before tests or presentations.
    • Encouraging reflection at the end of lessons.
    • Incorporating mindful listening activities during discussions.
    • Promoting conscious technology use in digital learning environments.

    Consistency is more important than duration. Even a few minutes each day can help students develop stronger focus and self-awareness.

    By helping students move away from autopilot thinking and engage more fully with the present moment, mindfulness supports both academic success and emotional well-being.

    Whether through mindful breathing, mindful eating or conscious technology use, small daily practices can have a lasting impact on how students learn, focus and thrive.

  • Group of four young adults collaboratively working on a laptop in a casual, modern indoor setting.
    From couch to campus in 48 hours: meet the test that speeds things up
    Por Abi Fordham
    Reading time: 2 minutes

    Need to prove your English skills fast? If you’re applying to a US university, the PTE Express is here to help you go from couch to campus in record time. Why wait weeks for results when you can be certified in just 48 hours?

    PTE Express is designed for students who want a fast, flexible and reliable way to demonstrate English proficiency. It’s ideal for anyone looking to study in the USA without the hassle of traditional testing systems.

    Why PTE Express is perfect for you

    Fast results

    Get your uncertified scores in minutes and your official certified results in just 48 hours. No more waiting weeks for test centers to release results – this is English certification on your schedule.

    Flexible testing

    Take the test from home, anytime. Whether you’re in a different time zone or balancing work and study, the test works around your life.

    Affordable

    One of the most cost-effective English tests for US university applications, it gives you high-quality results without breaking the bank.

    Recognized by US institutions

    Your PTE Express test scores are accepted by a growing number of colleges and universities in the United States, helping you move forward with your application quickly.

    Who should take this test?

    PTE Express is ideal for people who:

    • Need to prove English ability to study in the USA

    • Want a simple, fast and fair online test

    • Are ready to start their journey to a US university immediately

    Take your test from the comfort of your home

    No travel, no long waits, no stress. This AI-scored online English test fits into your life seamlessly. Whether you’re applying to a US college or university, the test helps you get certified quickly and move your application forward.

    It’s true: this test is built for momentum. If you have big plans for studying in the United States and don’t want to be held back by traditional testing systems, PTE Express is for you. Fast, flexible, and reliable – your path from couch to campus starts here.

    Get certified now

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  • A teacher stood helping a student in a large classroomw with other students sat working
    How do different motivations change how students learn English?
    Por Steffanie Zazulak
    Reading time: 4 minutes

    Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.

    As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.

    Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.

    Teaching English to different groups of learners

    Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.

    1. Adult learners

    These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.

    For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”

    A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.

    2. Professional learners

    These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.

    Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”

    Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.

    3. Academic learners

    Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.

    Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.

    Subra says: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”

    Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.

    Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.