COMMUNICATION NEEDS OF ENGLISH PRESERVICE TEACHERS: BASIS FOR INSTRUCTIONAL MATERIAL DEVELOPMENT

Janine P. Rulona, Lilibeth A. Cenojas

Abstract


This study aimed to examine the communication skills, challenges, learning experiences, and needs of English Preservice Teachers (EPSTs) as a basis for proposing an intervention program. Using a descriptive research design with a needs analysis approach, the study gathered qualitative data through focus group discussions. The participants consisted of selected EPSTs from selected local colleges who provided insights into their current level of communication proficiency, the difficulties they encounter, and the types of support they need to improve their skills. Findings revealed that while EPSTs demonstrate strengths in pronunciation, fluency, and the ability to express ideas, their overall communication skills remain unstable due to anxiety, nervousness, and hesitation in public speaking situations. Common challenges identified include fear of making mistakes in speaking, stage fright, time constraints, and difficulties in speaking. Despite these challenges, EPSTs reported that learning experiences such as demonstration teaching, reporting, and public speaking activities can contribute positively to their skill development. However, these experiences were not sufficient to fully address the affective barriers that hinder effective communication. Moreover, the study found that EPSTs have a strong need for instructional materials that incorporate interactive communication activities focusing on pronunciation, grammar, vocabulary, and confidence-building. They also emphasized the importance of integrating technology in language learning and receiving constructive feedback to support their development. Based on these findings, an intervention program was proposed to address the identified needs and enhance the communication proficiency of EPSTs. The results of the study may serve as a basis for designing targeted instructional materials and improving teacher preparation programs to better equip future educators with essential communication skills.

Keywords


needs analysis, communication proficiency, English preservice teachers, Philippines

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References


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