Enhancing Pre-Service Teachers’ Communication Competence: An Input to a Communication Skills Development Module

Abstract

Communication competence is a vital component of effective teaching and learning. This study assessed the oral and written communication competence of pre-service teachers and the challenges they encounter as a basis for developing a communication skills development module. Specifically, it aimed to: (1) determine the respondents’ profiles; (2) evaluate their oral and written communication competence; (3) identify strategies for enhancement; (4) examine significant differences in their self-assessments when grouped by profile variables; (5) determine major communication challenges; and (6) design a communication skills development module based on the findings. A descriptive-quantitative design was utilized involving 224 pre-service teachers from the College of Teacher Education, Batangas State University – The National Engineering University, ARASOF-Nasugbu Campus. Data were gathered using a validated survey questionnaire and analyzed through mean, standard deviation, and ANOVA. Findings revealed that pre-service teachers were proficient in oral communication, particularly in maintaining eye contact, using an appropriate tone, and fostering a positive speaking environment, while moderately proficient in written communication—strong in proofreading and grammar but weak in vocabulary use and organization. Common strategies included seeking feedback, practicing public speaking, and engaging in writing activities. Their challenges were limited vocabulary, difficulty sustaining tone consistency, and anxiety during presentations. Based on these findings, a Communication Skills Development Module was designed featuring interactive, reflective, and performance-based learning activities to enhance oral and written communication competence. The study concludes that structured communication interventions are essential in preparing pre-service teachers for professional teaching and classroom interaction in both face-to-face and digital contexts.