By maximizing class time with more peer-to-peer interaction, students can develop interpersonal skills essential for communicating in a global society. While technology empowers the world language student with a global classroom, this short-form article discusses the value of "unplugged" activities based on ACTFL's Proficiency and World Readiness Standards (1996). Such exercises increase socialization, student confidence, and linguistic ability in the target language. Individual preparation combined with peer-to-peer accountability can be applied to any level or language and adjusted per curriculum needs. Consistent usage of oral proficiency tasks in the classroom develops language skills and improves cultural competence. Classrooms may be one of the only places in which educators can redirect interpersonal communication by requiring face-to-face interaction between students. Social incompetence and screen-time represent a bidirectional relationship that may interfere with academic progress as well as in society (Dunckley 2016). When Computer Assisted Instruction (CAI) and Oral Proficiency Testing (OPI) were emerging developments in the 1980s, Larsen (1987) predicted that they would overlap and "either contradict or complement each other" (943). While the Internet, social media, and apps can provide authentic materials in the target language, when used in the classroom, they can also undermine the valuable opportunity of having live students in the same space for a limited time. Encouraging multiple daily one-to-one conversations can indirectly address social anxiety as well as the stresses associated with second-language (L2) classes. According to the Child Mind Institute Study of 2017, one in three students will meet the criteria for anxiety by the age of 18. The same report mentions that social media use is linked to an increase in mental health problems including anxiety, depression, and suicide. Increasingly, it has become more common to see students everywhere on campus, including in their classrooms, looking down at a device (Malleus 2017). With the appearance of social needs being met online, it is possible for students to come to school without actually having to talk to a single person. Higher education has responded to the negative effects of screen time with a recent trend toward "naked active learning," or teaching face-to-face without the aid of technology in the classroom, thereby aligning "the most critical aspects of learning with our most precious asset of nontechnological faculty-student face time" (Bowen 2015: 186, 187).