The role for ‘cold calling’ in language learning classrooms

For any language learner, the requirement to produce language on demand and without preparation can be a challenge. They panic, their mind goes blank and an embarrassing silence quickly follows. We’ve all been there and it can be a nerve-wracking experience for both students and educators.

The practice of spontaneously asking a student a question in the target language is, of course, known as cold calling and it certainly divides opinion in language teaching circles. But when used thoughtfully, cold calling can be a powerful tool for boosting student engagement and propelling language acquisition forward. This blog post explains for language educators how to do cold calling the right way in your language classroom.

 

What is cold calling in the context of language teaching and learning?

In language teaching, the term cold calling refers to a technique where a teacher asks a question and then calls on a specific student to answer, rather than relying on volunteers raising their hands. As such, the approach goes beyond simply asking a student to repeat a memorised phrase. Instead it throws them into the real world of language use, where they need to communicate spontaneously on-the-spot (and while all eyes are on them!).

But it’s important to stress that cold calling is not just about randomly selecting a student to answer a question. Best practice suggests that this is part of a three stage process.

1. The preparation stage: The teacher sets up the task and establishes a participation framework.
2. Actual cold calling: The teacher directly addresses a student with a specific question.
3. The post-question stage: The student answers, and the teacher responds.

 

Advantages of cold calling

Advocates of the approach argue that the “on-the-spot” nature of cold calling offers a multitude of benefits to language learners.

• Boosts confidence: Imagine the feeling of successfully answering an unexpected question in your target language! Cold calling provides a platform for students to showcase their learning and build confidence in their abilities. This sense of accomplishment can fuel their motivation to continue practising and learning.
• Improves retention: The pressure of responding quickly forces students to access their knowledge banks and retrieve information in real-time. This process of retrieval strengthens memory pathways, leading to better retention of vocabulary and grammar structures, whilst improving overall language skills.
• Enhances listening skills: Knowing that they might be called on at any moment keeps students actively engaged in the lesson. They have to pay closer attention to what’s being discussed, rather than just waiting for their turn to speak. This heightened focus improves students’ listening comprehension, a crucial skill for successful language acquisition.
• Promotes active participation: Cold calling breaks away from the traditional teacher-centred approach where willing volunteers or more able students tend to dominate discussions. Instead cold calling encourages all students to stay focused, whether they’re the one called upon or are simply listening.

 

Disadvantages of cold calling

Of course, it’s also important to acknowledge the potential pitfalls and to consider where this approach can negatively impact students’ performance.

• Anxiety: Let’s face it, being called on unexpectedly can be anxiety-provoking, especially for students with lower levels of confidence or fluency. This can impact their ability to think clearly and articulate a response.
• Focus on speed: Learners may feel under pressure to respond and simply blurt out the first response that comes into their heads. Be sure to give students the time they need to give a more thoughtful response.
• Fluency frustration: Students with lower fluency might feel discouraged if they struggle to answer complex questions on the spot. This can lead to negative associations with speaking the target language, hindering their progress.

 

Turning cold calling into warm engagement

Considering the above, how can educators then best use cold calling techniques in their classrooms? Well, the answer might lie in a piece of research conducted in Germany in 2022.

Researchers analysed video footage from 53 Maths, Science, Art and Languages lessons delivered by 15 teachers from four secondary schools. They then carefully reviewed 86 occurrences of cold calling to identify types of cold calling and their impact.

The research identified two very different approaches to cold calling.

1. Collaborative cold calling – This approach reframes the approach as a conversation, in which students are invited to form and join a collaborative environment. They share ideas and are all able to contribute to the ongoing dialogue.
2. Unconditional cold calling – This is the more traditional cold calling approach, which follows a more rigid question and answer format.

Perhaps unsurprisingly, the collaborative cold calling approach was more effective in supporting students and helping them to feel that their opinions were valued and that they had something to actively contribute to the lesson.

Building on that insight, here’s five ideas for educators looking to harness the power of cold calling while minimising the potential drawbacks.

• Start slow: Don’t bombard students with complex questions right away. Begin with simple comprehension checking questions, like asking them to repeat a key phrase or identify an object in the classroom. Look to increase the difficulty as students gain confidence and familiarity with the format.
• Create a safe speaking space: Make it clear that the goal of cold calling isn’t to test perfection but to encourage participation and provide opportunities for practice. Celebrate creative responses and offer positive reinforcement for effort, even if the answer isn’t perfect. Read our other blog post for concrete ideas on creating a safe speaking environment for confident speaking.
• Mix things up: Avoid calling on the same students repeatedly. Use a random name picker, a seating chart rotation system, or even a playful approach like drawing names from a hat. This ensures everyone gets a chance to participate and minimises anxiety for those who are more reserved.
• Keep it simple: Phrase your questions in a clear and concise manner, using language that is appropriate for the students’ level of understanding. Make sure they understand what you’re asking before expecting a response. This will minimise confusion and frustration.
• Focus on feedback: Don’t leave students hanging after their response. Provide constructive feedback, highlighting their strengths and offering suggestions for improvement where needed. This allows them to learn from the experience and make progress in their future attempts.

By implementing these tips and fostering a supportive classroom environment, educators can transform cold calling from a dreaded experience into a warm-up for improved communication skills. After all, cold calling isn’t about catching students off guard, it’s about creating opportunities for spontaneous practice, which fosters a dynamic language learning experience where everyone feels comfortable taking risks and growing their skills.