4 ways to improve your students' intelligibility

A woman and a man talking together

Intelligibility is the art of being understood by others. Many students think they need to speak a language flawlessly and with a native-like accent to make themselves clear, but this is not quite true.

While there is a correlation between proficiency and intelligibility, even students of lower general proficiency are capable of expressing what they mean, in a way that the listener understands, if they are using good intelligibility practices.

Being understandable in a second language is often extremely important in work environments, especially as the world becomes more connected and job markets more competitive.

Intelligibility is a vital aspect of communication but it is not exactly a skill in itself. Instead, it is a combination of fluency, pronunciation, and managing your speed of speech. To reflect how important this is for language learners when studying, traveling or at work, we use an Intelligibility Index as part of our Versant English Test scoring.

This index is based on factors affecting how understandable speech is to fluent English speakers. These include things like speed, clarity, pronunciation and fluency. Ranging from 1 (low) to 5 (high), the Intelligibility Index shows how intelligible someone’s speech in English is likely to be in a real-world situation.

Let’s go into some activities and exercises you can try in class to help your students improve their intelligibility with their English and speaking skills.

Ways to improve your students' Intelligability
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How can we help our students improve their intelligibility?

There are a number of factors that influence a student’s spoken English. Here are some ways to start building it into your classes.

1. Record their speech

Making a recording can be a good way of getting a clear picture of someone’s current manner of speaking and understanding in what ways their clarity might be improved. You can do this using a smartphone or laptop computer in class or outside of it.

There are plenty of ways to encourage students to speak. Have them answer an open question; for example, ask them to talk for a minute about a topic they are passionate about or tell each other what they did at the weekend.

Listen to the recordings and help them analyze their speech. Identify parts with low levels of intelligibility. This may be related to their pronunciation, how fast they speak, the amount of hesitation, repetition, etc.

You could even take this further by asking another fluent English speaker to listen to the recording and give honest feedback about which parts they found difficult to understand.

Afterward, it’s important to explain why it was difficult to understand and what can be done to improve their intelligibility. The activity below may help.

2. Listening and shadowing

Listening is a vital part of intelligibility. After all, students have to be able to hear a word before they can say it. Listening also takes focus away from how words are written on the page.

This is key because speakers fluent in English tend to blend words together, so pronouncing each word perfectly in isolation is not a good goal. This kind of practice reinforces poor English pronunciation.

That’s where shadowing comes in.

Shadowing is a useful listen-and-repeat activity that students can use for speaking practice almost anywhere.

  • First, select some audio for your students. It should be under five minutes in length and only be based on the speech of a single proficient English speaker. For more advanced students,is a great starting point, have the student choose a topic they find interesting and are already familiar with.
  • Have students listen to the audio once quickly just to get used to how the speaker sounds. They should pay attention to the speaker’s rhythm, accent, and speaking pace. Students should be able to understand most of what is being said.

Shadowing involves trying to say the same words as the speaker at about the same time (or as fast as possible), for about 30 seconds at a time. Students can pause, try again, and even record and listen back to their own versions. Just like when you sing the words of a song you already know well, you are trying to match the speaker’s pronunciation and pace as best you can.

This will help your students focus on how fluent English speakers modulate speed, use intonation, and blend words together. By repeating what they hear, students can improve their intonation, connected speech and overall fluency.

3. Target the problem sound

This simple but fun activity will help your students focus on their individual problem sounds. It will also get them to listen to each other carefully.

Throughout the lesson, as you listen to your students speak, identify a number of words that reflect the pronunciation challenges your students face. Write the words on the board and group the words by phoneme, for example:

/i:/ Heat, Sheep
/ɪ/ Hit, Trip

Above, we can see an issue with the /i:/ and /ɪ/ sounds (the long and short “i”). Once you have enough words to work on, write a list of numbers on the board. Explain that each number has a corresponding word.

1 – Hit 4 – Hat 7 – Head

2 – Heat 5 – Heart 8 – Hood

3 – Hot 6 – Hurt 9 – Hid

As you can see in the above example, the words only differ by one phoneme (heat/hit, hot/hat, heart/hurt, etc.). This will make the exercise more challenging and useful for the students.

Next, identify the vowel sound in each word and write their phonemic symbols on the board.

Drill the sounds and the words until you are confident your students can repeat them successfully. There are a number of phonemic charts online, that can help you identify the phonemes and model the sounds for your students.

Then test the class by calling out a number and having them shout out the corresponding word. Then call out a word and get them to tell you the number. Deal with any problems that arise.

Put students into pairs. Have them read out their phone number only using the words in the list (note they can use a real number or invent one).

Their partner should listen and write down the number which corresponds with each word they hear. They should then swap roles and do the same again.

Finally, get students to check and see whether the number their partner wrote down is correct. Monitor and go back and drill any of the sounds with which students had the most problems.

4. Transcribe and drill new vocabulary

While problems with individual sounds may occasionally impede understanding, we should also focus on other aspects of pronunciation such as word stress, sentence stress and intonation.

Keep a note of any new vocabulary that comes up during your class. At the end of the lesson, take five minutes to review it with the students. Write each new word on the board and record the word stress using the oO method:

Use ‘o’ to highlight unstressed syllables and ‘O’ to highlight stressed syllables. For example, the stress is on the second syllable of the word “behavior”:

Be-hav-ior = oOo.

The stress is on the first syllable of the word “Saturday”:

Sat-ur-day = Ooo

This has the advantage of recording unstressed as well as stressed syllables. Next, drill this new vocabulary until your students get the hang of it.

To make drilling more interesting, you can also add an element of drama! Have students say the words while expressing different emotions. Ask them to secretly choose an emotion (angry/happy/sad/excited), then say the word and have the other students guess it.

You can also drill whole phrases or even sentences. Backchain drilling is an excellent way to do this and build confidence in lower-level English learners. It involves breaking phrases into sections and having students repeat them after you, from the end of the phrase to the beginning, in this way:

“the test”
“pass the test”
“I’m going to pass the test"

As well as individual sounds and word stress, back chaining also allows you to help students with their intonation and you can also use it to introduce strong and weak forms. Working on multiword expressions and longer phrases with your students will also be helpful.

How is intelligibility scored in the Versant English Test?

Employers, schools and organizations use theVersant English Testto assess an individual’s level of English. It covers the two skills of listening and speaking and also includes an Intelligibility Index rating alongside the GSE, Versant and CEFR scores.

This allows students, teachers and employers to see how easily others can understand the candidate.

The following list shows how the index is scored:

  • Intelligability Rating 5 - Excellent-The candidate can be understood effortlessly by most listeners.
  • Intelligability Rating 4 - Good-Listeners may require a little effort at times to understand some of the candidate's speech.
  • Intelligability Rating 3 - Moderate- Listeners may require some effort to understand the candidate's speech, and some may not be fully intelligible.
  • Intelligability Rating 2 - Low- Listeners may require considerable effort to try to understand the candidate's speech. Despite the effort, it may still be mostly unintelligible.
  • Intelligability Rating 1 - Very Low-Listeners may find it difficult to understand most of the candidate's speech.

This scoring rubric offers a way to assess your students’ intelligibility based on the method used in the Versant English Test.

By giving them lots of support and pronunciation practice and nurturing their confidence to speak without worrying too much about making mistakes, you can help them to improve their clarity over time, allowing them to communicate in clear, understandable spoken English.

Learn more about Versant

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    Overcoming language learning plateaus: Strategies and solutions

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    Are you stumped by stubborn language learning barriers or plateaus? Everyone has those moments when it feels like they're not making any progress or are completely stuck in their studies. Let's dive into some of these challenges and explore ways to overcome them.

    Common language learning hurdles

    Plateaus in language learning often occur after initial periods of rapid progress and can be attributed to various reasons. For one, learners may have reached a comfort zone where basic communication is possible, reducing the urgency to improve further. Additionally, the complexity of advanced language structures can be overwhelming, leading to a stagnation in learning.

    The lack of measurable progress can also be demotivating, causing learners to lose interest and reduce their efforts. Moreover, insufficient exposure to the language in a natural setting can limit the ability to practice and reinforce new skills. To overcome these plateaus, it's crucial to set new goals, seek out challenging and immersive experiences, and employ diverse language learning resources and strategies that keep the language learning process engaging and dynamic.

    How can I overcome my language learning slump?

    Hitting a language learning plateau is like running into an invisible wall — your progress seems to halt and the motivation to push forward begins to wane. Here are some ways to overcome this common obstacle and get back on the road to fluency:

    • Reassess your goals: Take a step back and reassess your language learning objectives. Are they still relevant and challenging enough? Setting new, clear and achievable goals can provide a renewed sense of direction and purpose.
    • Change your routine: If your current study routine feels monotonous, shake things up. Try new learning materials, switch to a different language learning app, or alter the time of day you study. A fresh approach can reignite your interest.
    • Incorporate the language into daily life: Find ways to make the language a natural part of your day. Label objects around your home, think or speak to yourself in the language, or change the language settings on your phone and social media.
    • Seek out real conversations: Engaging in conversations with native speakers can provide a reality check on your progress and expose you to the natural flow of the language.

    Techniques to help motivate your language learning

    One effective technique to break through a language learning plateau is the use of . We've spoken about SRS before in our blog post'language learning techniques for beginners,' but be assured it is an incredibly useful technique that can't be recommended enough, especially for keeping out of a slump. This cognitive science technique involves reviewing information at increasing intervals to exploit the psychological spacing effect. As you learn new vocabulary, words or grammar rules, an SRS schedules these items for review at optimal times before you're likely to forget them.

    Here's how you can implement SRS into your language learning vocabulary practice routine:

    • Start with a flashcard app: Use an app like , which is designed with SRS algorithms to help you review vocabulary and phrases at strategic intervals.

    • Create personalized content: Make your own flashcards with sentences and vocabulary that are relevant to your life. This personal connection can make the material more memorable.

    • Gradual difficulty increase: As you become more familiar with the content, increase the complexity of your flashcards. Add phrases or idioms instead of single words to challenge your comprehension.

    • Regular reviews: Be consistent with your reviews, even if it's just a few minutes each day. This regular exposure reinforces your memory and helps solidify the language in your mind.

    • Adjust according to performance: If you find certain items difficult to remember, adjust the intervals to review them more frequently. Conversely, items that you find easy can be reviewed less often.

    By incorporating SRS into your study routine, you can ensure a steady progression in your language learning journey, even when you hit a plateau. This method not only helps in retaining information but also in moving from passive recognition and pronunciation to active recall, a key step in achieving fluency.

    Boosting confidence and motivation in language learning

    Mastering vocabulary and grammar is crucial, yet overcoming the inevitable learning slumps and plateaus is equally vital to your language learning process. Motivation is a critical factor that can drive you past these plateaus, enhancing your learning journey and helping you reach your language learning aspirations. Regular speaking practice not only maintains motivation but also improves overall speaking and listening skills. These are often the first to suffer during a slump, thereby contributing to a resurgence in language skills.

    A strong correlation exists between self-confidence, motivation and language learning. Here are some key points to consider:

    • Self-confidence has been found to be associated with English achievement, speaking ability and self-efficacy.

    • High motivation in self-confident language learners also leads to purposefulness in language learning.

    • This purposefulness can result in better communication with native speakers.

    Embracing mistakes as learning opportunities

    Do you fear making mistakes when you're learning a new language? Sometimes, the fear can be its own obstacle to your learning. By embracing mistakes as learning opportunities, you can enhance your language skills by identifying areas that need improvement and boost your confidence through developing resilience against the fear of making errors.

    Overcome the worry of language errors, avoid the trap of measuring yourself against others and engage in positive self-dialogue in the language you're learning to make slip-ups feel like a normal part of the learning curve. Tackling this apprehension is a pivotal stride on the path to language mastery.

    Recognizing when to take a break from language learning

    Sometimes, despite our best intentions, life throws us curveballs that can disrupt our study routines and make it hard to concentrate on language learning. Whether it's a demanding job, family responsibilities, health issues, or simply the need for a mental break, it's important to recognize when to step back and recharge.

    Taking a break can be beneficial for your language learning process. It allows your brain to rest and process the information it has absorbed. This can lead to better retention and a refreshed perspective when you return to your studies. It's crucial to listen to your body and mind and not to view breaks as setbacks but as a necessary part of a sustainable learning journey.

    Remember, it's about balance. While consistency is key to language acquisition, overworking yourself can lead to burnout. A well-timed break can reignite your passion for the language and enhance your ability to focus. So, when life gets in the way, don't be too hard on yourself. Embrace the pause, take care of what's important and know that the language will be there when you're ready to return.

    How can I keep my concentration while studying a language?

    Quite often, when you meet obstacles, you might get frustrated and your concentration suffers. Maintaining concentration while studying a foreign language can be challenging but is critical for effective learning. Here are some strategies to help you stay focused:

    • Create a distraction-free environment: Find a quiet space where interruptions are minimal. Turn off notifications on your devices and consider using apps that block distracting websites during your study time.

    • Set specific study times: Schedule dedicated time slots for language study. Having a routine can help your mind get into the habit of focusing during these periods.

    • Break down study sessions: Instead of long, drawn-out study sessions, break your learning into shorter, more manageable segments. This technique, known as the Pomodoro Technique, involves studying for 25 minutes and then taking a 5-minute break.

    • Stay hydrated and well-rested: Drink plenty of water and ensure you're well-rested. Your cognitive functions, including concentration, are significantly better when you're hydrated and have had enough sleep.

    How can I fit studying a language into my very busy routine?

    Fitting language study into a hectic schedule can seem daunting, but it's entirely possible with some clever time management and the right strategies. Here are some tips to help you weave language learning into your busy life:

    • Utilize microlearning: Break your study into bite-sized chunks. Even 5 to 10 minutes of focused study can be effective, especially when done consistently.

    • Use technology: Use language learning apps that allow you to study on the go, like during your commute or while waiting in line.

    • Combine activities: Listen to language podcasts or audio lessons while exercising or doing household chores.

    • Stay organized: Plan your week in advance and identify pockets of time that can be dedicated to language learning.

    • Prioritize learning: Make language study a non-negotiable part of your day, similar to how you would prioritize eating or sleeping.

    • Seek out passive learning opportunities: Surround yourself with the language by changing the language settings on your devices or watching shows in the target language with subtitles.

    Remember, consistency is more important than the length of your study sessions. Integrating language learning into your daily routine allows you to progress without overwhelming your schedule.

    Summary

    Overcoming plateaus is crucial for progressing in fluency and keeping motivation high. Re-evaluating goals, diversifying study routines, integrating the language into everyday life, and engaging in conversations with native speakers are all effective strategies for pushing past these stagnant periods. Employing techniques like Spaced Repetition Systems (SRS) can greatly enhance vocabulary retention and be an aid in overcoming learning obstacles.

    Building confidence and staying motivated are pivotal for success in language learning, with self-confidence having a strong correlation to language proficiency. Viewing mistakes as chances for growth fosters continuous improvement and builds resilience. It's also important to acknowledge when a break is needed, as it can actually improve retention and provide a fresh outlook when studies resume. A balanced approach to language learning that includes regular practice and the ability to adjust to life's interruptions is advocated for sustained achievement and pleasure in learning a new language.

    For more tips and guidance, check out our blog where we cover a variety of topics, including posts that offer language hints and tips.

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    How can gaming support language learning?

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    Academics and teachers have been writing about the benefits of using games in the language classroom for many years. Wright et al (1984), Lee Su Kim (1995), Ubermann (1998), Ersoz (2000), Yong Mei and Yu-Jin (2000) and Thi Thanh Huyen and Khuat Thi Thu Nga (2003) all pretty much agreed that games provide a useful and meaningful context for language use; encourage students to interact and communicate; can both challenge and reduce anxiety (as the emphasis is on the message, not the form); provide practice in all four skills; and help students to make and sustain the significant effort involved in learning a language.

    Kim and others have also noted that games can offer a welcome break from the usual routine of the language class. Playing a game after an intensive test or with over-excited students after break time can help re-engage learners instantly in your lesson, and you'll maximize your time with them.

    Lengeling and Malarcher (1997) took the list of potential benefits of games in the classroom even further.

    Affective

    • Games lower the affective filter
    • They encourage the creative and spontaneous use of language
    • They promote communicative competence
    • Games are both motivating and fun

    Cognitive

    • Games reinforce learning
    • They both review and extend learning
    • Games focus on grammar in a communicative manner

    Class dynamics

    • Games are extremely student-centered
    • The teacher acts only as a facilitator
    • Games build class cohesion
    • They can foster whole-class participation
    • Games promote healthy competition

    Adaptability

    • Games can be easily adjusted for age, level and interests
    • They utilize all four skills
    • Games require minimum preparation after the initial development stage

    It is important to bear in mind that when the above was written over 20 years ago, it was with reference mostly to more traditional games. But more recent evidence seems to indicate that the same principles apply. Some additional benefits cited by teachers I've spoken to are that:

    • Games could make language lessons less threatening for less confident pupils as their concern about getting sentence form wrong was reduced, and so their production greater.
    • Students learn more than just the language of the lesson when playing a game; they may learn instructional language through discussion or rules and sometimes negotiation skills and a lesson in cultural differences too.
    • Students can form a greater variety of emotional connections with language through playing games, for example acting out a word or seeing another student do so, or remembering a clue for a word.

    So, playing games can help students learn a language – but is just playing them enough? Some teachers like using games with less motivated classes who won't engage with straight practice activities and will willingly use key vocabulary and structures in a game, gaining much-needed practice without even realizing it. In today's language-learning context, though, is that a good thing?

    Motivating the unmotivated

    In recent years, much research has shown that students learn better when the intention or objective of the lesson is clear to them. In short, they understand what they're supposed to be learning and why and, when taking it to the next level, can assess their own learning and be actively involved in planning their next steps.

    Would knowing that the games they play are actually a way of doing some additional language practice make these students engage less? Opinion differs, and some discussion seems to center around the actual activity involved. Some games are thinly veiled group-work tasks, but other games that are at the right proficiency level (or slightly above) and take into account factors like cultural context, available time, learning topic and the classroom setting are generally considered to have a positive impact.

    Another major influence on improving motivation is the feedback a student receives, and this is something games can also support. Online games can provide richer simulated learning experiences and immediate feedback to students in a variety of ways.

    Above all, the main issue for the less motivated students is usually that they can't see why they need to learn English. Playing games not only simulates 'real' contexts but also helps them understand that they can accomplish a variety of tasks using English as a medium, which is motivational in itself.

    As teachers, there is a responsibility to explain how or why games will help students learn. This can equally motivate learners (or parents) who fear that playing games is just frivolous time-wasting. For example, informing even adult students that a simple hangman or hot seat game helps them improve spelling skills, gets their brains focused on recognizing the shape and structure of new words, and facilitates their learning of new vocabulary soon helps them see the value (Simpson 2011).

    Can games help learners acquire 21st-century skills?

    Maybe we can draw the conclusion that games can positively impact learning – but is that even enough? Today's teachers have to ensure not just that their students learn but that they acquire the skills they need for life and jobs in the 21st century. Can games help here too? This is a newer area of research, but evidence seems to indicate that games can help students learn a variety of important skills such as critical thinking skills, creativity, teamwork and good sportsmanship.

    These ideas were taken seriously by Robert Morris University Illinois, who offered an e-sports scholarship for the first time in 2014. They studied two groups of students – football players and gamers – and found that levels of competitiveness, perseverance, focus and determination were very similar. Both groups showed a similar desire to excel as part of a team. Both 'sports' required the team members to be detail-orientated, have good hand-eye coordination and have a strategic mind. The only difference was in the level of cardiovascular activity. Both groups received performance analysis and tactical advice from coaches and both subsequently made improvements.

    How many universities will start to offer these types of programs remains to be seen. Still, the idea that online competitive gaming can improve performance is being brought to the workplace too. Think about what virtual teams could learn from playing role-based collaborative games. Team members have set roles and clear and shared goals and have to work closely together to formulate an action plan to achieve them. Teamwork, skill, strategic thinking and communication are essential.

    All these are important skills for today's workplace, so maybe gaming can provide an opportunity to hone these in a lower-risk environment and improve business performance.

    These examples are clearly far from the norm, but they do seem to indicate that using gaming to support learning in the classroom is not a waste of time. When you get the right mix of gaming and learning, it develops a student's autonomous learning skills and encourages them to spend more time on task – both of which greatly impact learner outcomes.