This study investigates the use of backchannel responses to improve listening and speaking proficiency among first-year English language learners at King Khalid University. Conducted with 47 female students divided into an experimental group receiving backchannel training and a control group following traditional methods, the study assesses the impact of backchanneling techniques—verbal and non-verbal cues like "uh huh," nodding, and smiling—in conversational contexts. The experimental group practiced three types of backchanneling: expressing interest, understanding, and sympathy, with tasks designed to foster interactive and supportive listening.
Results from pre- and post-tests reveal that the experimental group showed significant improvement in fluency, engagement, and listening comprehension compared to the control group. Qualitative feedback from students highlighted that backchanneling enhanced their comfort and participation in conversations, boosting confidence and communication skills. The study suggests that integrating backchanneling strategies into EFL teaching can create a more interactive learning environment, aiding students’ language acquisition by facilitating smoother and more responsive dialogue. Further research is recommended to explore backchanneling's impact across broader language skills and different educational settings.