Leveraging Backchannel Responses to Augment Listening &Speaking Proficiency: A Study Conducted at the Tertiary Level

Abstract

The goal of this study is to use backchannels as a means of improving listening and speaking abilities. For this experimental study, a pre-post group design was employed. The study had two groups— 24 female students were in the experimental group and 23 female students were in the control group. The control group's students received traditional instructions. In the experimental group, however, backchannelling strategies were taught. The researchers prepared the topics, which centered on three types of backchanneling, both verbal and nonverbal: (1) expressing interest and agreement, (2) expressing understanding, and (3) expressing sympathy. The students were trained to use these backchanneling strategies, working in groups and pairs with the instructors who worked as facilitators. The posttest scores using SPSS from students who had used backchannels in their listening and speaking were compared to those students who followed the traditional way using the assigned coursebooks. The control group's listening and speaking improvement was significantly better. The students in the group using the backchanneling strategies demonstrated favorable attitudes toward backchanneling. The study concludes with recommendations for increasing the use of backchanneling strategies among EFL students in listening and speaking classes to enhance their proficiency in English.