International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878, Volume-8 Issue-4, November 2019 6101 Published By: Blue Eyes Intelligence Engineering & Sciences Publication Retrieval Number: D8759118419/2019©BEIESP DOI:10.35940/ijrte.D8759.118419 Abstract: Effective classroom communication is the highest challenge to teachers at undergraduate level in this 21 st century. Owing to the higher level of exposure to internet and distractions through entertainment, when teachers stand in the classroom to establish an intellectual communication that is transmission of ideas, so many factors disrupt the effective communication between the teacher and the learner. The role of a teacher has also become a facilitator, which is diminishing the rigidity of a teacher. A facilitator is supposed to impart knowledge and skill using all the latest technological advancements like power point presentation, computer assisted teaching, using internet, you tube videos and online learning platforms etc. The challenge is that the facilitator should excel the machines and internet by maintaining classroom dynamics to make the teaching-learning process interesting, lively and fruitful. This paper is an attempt to delineate the salient features of effective classroom mechanism at undergraduate level in arts and science, maritime and technical education. It presents the importance of communication as a dialogue in classroom, learner participation, the reasons for non-participation, classroom management strategies and limitations, actual process of long lasting learning amongst Engineering, Arts and Science domain learners, the necessity of experiential learning and the requirement of skills based teaching and learning. Keywords : Communicative Language Teaching, Interpersonal communication skills, Skills based learning, teaching and learning in 21 st century. I. INTRODUCTION Communication in a classroom is mainly intended to share knowledge, skill, motivate the learners for self-study and inspire them by being a role model, so classroom communication takes place at different levels both at physical and mental space. Mohd. Yusof Abdullah says in his Student’s Participation in Classroom: What Motivates them to Speak up? “learning is acquiring new or modifying existing knowledge, skills or behaviours. Therefore, if learning is defined as quest for knowledge, skills or behaviours, then students need to be active in that quest” (Abdullah, 2012, p. 517). These objectives can take place effectively through activities based teaching coupled with lectures. Since syllabus covering requires lecture mode, syllabus-uncovering demands activities based teaching to enable the learners Revised Manuscript Received on November 21, 2019. * Correspondence Author Dr. M. Subha*, Assistant Professor, Department of English, Academy of Maritime Education and Training, AMET Deemed to be University, Chennai – 603112, Tamil Nadu, India. subham@ametuniv.ac.in ; subhamarimuthu@gmail.com Dr. D. Nagarani*, Assistant Professor, Department of English, Anna Adarsh College for Women, Anna Nagar, Chennai – 600040. dnagarani2009@gmail.com discover their potential. The key factor behind classroom communication is learner participation, which makes learning process more dynamic, lively and productive. Harry G. Murray and Megan Lang state in their “Teaching and Learning in Higher Education”, “it is widely claimed that active student participation in the college classroom facilitates both acquisition of knowledge and development of problem solving skill” (Murray&Lang, 1997, np). In between the entry behavior/ knowledge/ skill and exit behavior/ knowledge/ skill, the process of development takes place through classroom communication. The importance of a facilitator is assured through the kind of rapport he/ she can hold with the learner especially good interpersonal communication, which defines the teacher-learner relationship mainly at undergraduate level, where the learners are very new to higher education. In India, Engineering and Maritime education fall under All India Council for Technical Education and Directorate General of Shipping respectively. For both, application and outcome based syllabus design and teaching modes are prioritized whereas CDIO (conceive, design, implement, and operate concept) is in the vogue internationally. When the learner do not participate in class room communication, even then he sits passively absorbs the content and in addition to that exam preparation enables them to reproduce the learned concepts in exam answer sheets, finally results in gaining marks. Whereas a learner who actively participates in discussions, presentations and skill based training, dynamically involves oneself in the process called learning, which in turn strengthens their learning process and confidence. Though initially they are likely to commit mistakes, through the wrong answers and performance in any skill based activity/ training, they try to find its solution or answer – where actual learning through trial and error occurs. When the under graduate learners are motivated through such participation mode, in later stages in their post graduation or research level, this training could enable them to contribute new findings. Mohd. Yusof Abdullah restates Siti Maziha’s result that students can “learn how to think critically and enhance their intellectual development if they are in active participant in the classroom” (Abdullah, 2012, p.62). II. PROPOSED METHODOLOGY While participation plays a vital role in moulding the personality traits, confidence, academic performance and skills proficiency, this paper analyses the cause and reason for non-participation of learners asserting the vitality of participation. When an individual learner’s progress is of pivotal importance, on the other hand overall classroom management is another important aspect to the teachers. The study delineates the factors causing effective Classroom Communication in Engineering and Arts at Undergraduate Level in Indian Context M. Subha, D. Nagarani,