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On February 3, 2021, the Language Research Center at King Khalid University hosted a webinar featuring a presentation by Dr. Sara Sevinj Huseynova. The workshop, titled "Foundation Knowledge for Teaching Listening and Speaking Effectively," focused on essential pedagogical knowledge for effectively teaching these critical language skills.

Dr. Huseynova began her workshop by outlining the core principles of teaching listening and speaking skills. Despite these skills being respectively receptive and productive, she identified their teaching principles as essentially similar, encompassing communicative teaching, interactive/task-based learning, learner-centered instruction, and group/blended learning. She elaborated on how communication occurs visually, vocally, and verbally, emphasizing the need for students to engage in interactive learning, which involves exposure to authentic language in real-world contexts.

Dr. Huseynova also stressed the importance of using appropriate teaching materials. This involves selecting textbooks with varied, gender-appropriate topics and interactive activities to promote student participation and response. While lesson plans may be based on the textbook, she insisted that they should also incorporate communicative approach principles.

Furthermore, Dr. Huseynova encouraged teachers to expose students to authentic English usage, applying both controlled and free-form techniques along with efficient technology use in the classroom. She acknowledged the inherent challenges in teaching oral communication, advocating for a learner-centered approach with reduced "Teacher Talk Time" and the instructor adopting roles as both a role model and an art director.

While elaborating on the teacher's interactive role, Dr. Huseynova emphasized unlocking students' knowledge before practicing listening, thereby activating their schematic understanding. Pre-listening activities may include discussions around the theme of the unit, inspired by thought-provoking questions and captivating visuals, and can also encompass pronunciation practice to enhance overall listening comprehension.

The workshop further covered the basic principles of a task-based listening approach, modern teaching strategies, ways to encourage students to engage in listening and speaking, assessment methods, and the provision of appropriate feedback.

Highlighting the "Flipped Classroom" model's suitability for teaching listening and speaking, especially in an online setting, Dr. Huseynova explained that this approach allows students to complete lower-level cognitive work before the lesson, allowing in-class time to be devoted to applying knowledge and practicing listening and speaking skills.

Dr. Huseynova concluded the workshop by emphasizing the importance of effective rapport building and balanced feedback in teaching. She underscored the need for teachers to offer praise alongside gentle criticism, showing genuine interest in the students' progress. Feedback, she stated, must be delivered tactfully to prevent embarrassment or anxiety and to maintain students' interest in learning.

The webinar ended on a successful note, marked by insightful content and active participation from faculty members of both genders, reflecting the collective commitment to honing teaching effectiveness in the context of listening and speaking skills.