INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Enhancing Pre-Service Teachers’ Communication Competence: An  
Input to a Communication Skills Development Module  
Estelito J. Punongbayan., Roselyn A. Andino., Hannah Shaine I. Atienza., Vernadine R. Baral  
College of Teacher Education, Batangas State University – The National Engineering University  
ARASOF-Nasugbu Campus, Nasugbu, Batangas, Philippines  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000564  
Received: 02 November 2025; Accepted: 08 November 2025; Published: 18 November 2025  
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.  
Keywords: Communication competence, oral communication, written communication, pre-service teachers,  
teacher education, module development  
INTRODUCTION  
Effective communication is at the core of quality teaching and learning. It underpins classroom interactions,  
instructional strategies, and learner engagement, enabling teachers to convey ideas clearly, respond to students’  
needs, and foster meaningful participation (Jaca & Javines, 2020). Teaching is fundamentally a communicative  
act, involving both verbal and non-verbal cues that shape how learners understand and construct knowledge  
(Rodríguez-García et al., 2022).  
In the Philippine educational system, the Philippine Professional Standards for Teachers (PPST, 2017)  
emphasizes communication as essential for clarity, inclusivity, and engagement. Pre-service teachers are  
expected to demonstrate proficiency in both oral and written communication—skills vital for delivering lessons,  
providing feedback, preparing lesson plans, and producing academic documents (Imas Cintamulya et al., 2024).  
However, studies show that many pre-service teachers still face challenges such as speech anxiety, limited  
vocabulary, and inconsistent writing skills, which can affect teaching readiness (Yılmaz, 2023).  
Developing communication competence requires deliberate practice, feedback, and reflection. It involves not  
only language accuracy but also adaptability, empathy, and professionalism in diverse classroom and digital  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
contexts (Míguez-Álvarez et al., 2022; Kadel, 2024). Strategies like collaborative learning, peer teaching, and  
reflective exercises have been shown to enhance communicative confidence and performance (Rodríguez-García  
et al., 2022; Jaca & Javines, 2020).  
The present study aims to examine the oral and written communication competence of pre-service teachers at  
Batangas State University – The National Engineering University, identify their communication challenges, and  
develop a Communication Skills Development Module. The findings are expected to provide practical strategies  
for improving communication training in teacher education programs, preparing future educators for excellence  
in both traditional and digital classrooms.  
REVIEW OF RELATED LITERATURE  
Communication is widely recognized as the cornerstone of effective teaching. Teachers’ ability to convey ideas  
clearly, listen actively, and adapt their messages according to learners’ needs directly influences classroom  
engagement and learning outcomes (Rodríguez-García et al., 2022). Research indicates that educators with  
strong communication competence are more likely to foster student motivation, participation, and critical  
thinking, creating a dynamic learning environment where learners feel encouraged to interact and explore  
(Ramos, 2020). Despite this, studies have consistently shown that many pre-service teachers continue to struggle  
with expressing ideas fluently and confidently, highlighting gaps in both oral and written communication (Jaca  
& Javines, 2020). These findings underscore the need for structured skill-building strategies within teacher  
education programs, including targeted interventions, reflective exercises, and curriculum-aligned  
communication modules, to ensure that pre-service teachers develop the professional communication skills  
necessary for effective teaching. Furthermore, communication competence is not limited to content delivery; it  
also involves sociocultural awareness, empathy, and the ability to engage with diverse learners, reinforcing the  
need for holistic training approaches in teacher preparation programs.  
Oral communication competence encompasses clarity, confidence, active listening, adaptability, and the ability  
to respond effectively in dynamic classroom situations. According to Yılmaz (2023), many pre-service teachers  
experience speech anxiety, limited vocabulary, and hesitation when addressing audiences, which can affect their  
overall teaching efficacy. Al-Harthy (2020) highlighted that reflective speaking practices, peer feedback, and  
structured rehearsal exercises significantly enhance oral confidence, allowing pre-service teachers to become  
more comfortable with both planned and spontaneous communication tasks. Additionally, interactive exercises  
such as micro-teaching, role-playing, and impromptu presentations provide practical opportunities to simulate  
real classroom experiences and improve fluency, pronunciation, and audience engagement (Imas Cintamulya et  
al., 2024). Beyond technique, oral competence also requires emotional intelligence, such as reading nonverbal  
cues, adjusting tone, and managing classroom dynamics, making it a multifaceted skill essential for teaching  
success. Therefore, deliberate and repeated practice in safe, supportive environments is critical to ensure pre-  
service teachers can translate theory into effective classroom communication.  
Written communication remains a significant area of concern for many pre-service teachers. Kana (2015)  
observed persistent challenges in coherence, tone, organization, and academic vocabulary, which may affect  
instructional planning, lesson documentation, and professional correspondence. Flores and Gonzales (2021)  
advocate for explicit writing instruction that combines grammar, sentence structure, and vocabulary development  
with authentic writing tasks such as lesson plan creation, reflective journals, and academic essays. The  
integration of digital tools for writing and collaborative platforms is increasingly important, as Kadel (2024)  
emphasizes, because it allows pre-service teachers to receive timely feedback, engage in peer review, and adapt  
to the digital communication demands of 21st-century education. Strengthening written communication skills  
not only improves academic performance but also prepares future teachers for professional responsibilities,  
including preparing instructional materials, formal reporting, and online teaching communication. A  
comprehensive approach to written competence must therefore address both technical accuracy and higher-order  
organization, tone, and audience awareness.  
Pre-service teachers face a variety of challenges in developing communication skills, including limited  
vocabulary, inconsistent tone, lack of structure, and low self-confidence (Míguez-Álvarez et al., 2022). These  
barriers affect both oral and written modalities, reducing clarity, fluency, and the overall quality of teacher-  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
student interactions. However, research suggests that targeted strategies can effectively mitigate these  
challenges. Reflective practices, including journaling and self-assessment, enable pre-service teachers to identify  
weaknesses and monitor progress (Al-Harthy, 2020). Regular engagement in speaking exercises, structured  
writing tasks, and feedback cycles supports skill improvement and builds resilience against performance anxiety.  
Rodríguez-García et al. (2022) further emphasize the value of collaborative learning, peer review, and digital  
literacy in enhancing communication competence, noting that exposure to authentic communicative tasks fosters  
confidence, adaptability, and professional readiness. By combining reflective, practical, and collaborative  
approaches, teacher education programs can create comprehensive strategies that address both linguistic and  
affective dimensions of communication competence.  
Modules provide structured, learner-centered frameworks for targeted skill acquisition, promoting autonomy  
and allowing learners to progress at their own pace. Villanueva (2021) demonstrated that well-designed  
instructional modules enhance retention and mastery of competencies, including communication skills. These  
modules can integrate multimodal activities, such as reading, writing, speaking, and listening exercises, allowing  
pre-service teachers to practice and apply skills in varied contexts. Similarly, Imas Cintamulya et al. (2024)  
highlighted that performance-based communication modules, which include interactive and reflective tasks,  
significantly improve collaborative communication and practical skill application in teacher preparation.  
Incorporating such modules into teacher education curricula provides consistent, scaffolded opportunities for  
skill development, ensuring that pre-service teachers can translate knowledge into practice and meet professional  
standards. Modules also allow for flexibility, enabling teachers to adapt exercises to individual learner needs,  
provide immediate feedback, and monitor progress, making them ideal tools for enhancing both oral and written  
communication competencies.  
METHODOLOGY  
Research Design  
A descriptive-quantitative design was used to assess levels of communication competence, challenges, and  
improvement strategies.  
Participants  
The study involved 224 pre-service teachers enrolled during Academic Year 2024–2025 at Batangas State  
University – TNEU, ARASOF-Nasugbu Campus. Participants represented diverse year levels and majors under  
the College of Teacher Education.  
Profile Variable  
Sex  
Category  
Female  
Frequency  
%
168  
56  
75.0  
25.0  
26.8  
32.1  
41.1  
53.6  
20.1  
13.4  
13.0  
Male  
2nd Year  
3rd Year  
4th Year  
60  
Year Level  
72  
92  
BEEd  
120  
45  
Specialization  
BSEd-English  
BSEd-Math  
BSEd-Science  
30  
29  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Instrumentation and Data Analysis  
A validated researcher-made questionnaire with a Cronbach’s alpha of 0.87 measured oral and written  
communication competence, improvement strategies, and challenges. Data were analyzed using descriptive  
statistics and ANOVA to test group differences by sex, specialization, and year level.  
RESULTS AND DISCUSSION  
Oral Communication Competence  
To examine pre-service teachers’ oral communication competence, respondents self-assessed their skills in  
maintaining a positive communication environment, speaking clearly, using appropriate tone, handling  
questions, and avoiding fillers. These indicators reflect both confidence and fluency in classroom interactions.  
Table 1. Self-assessment of Oral Communication Competence  
Indicator  
Mean  
4.20  
4.18  
4.10  
3.95  
3.80  
4.12  
Interpretation  
Always  
Maintains positive communication atmosphere  
Speaks clearly and confidently  
Uses appropriate tone and volume  
Handles questions effectively  
Avoids fillers and speech pauses  
Overall Mean  
Often  
Often  
Sometimes  
Sometimes  
Proficient  
The overall mean of 4.12 indicates that pre-service teachers perceive themselves as proficient in oral  
communication. The highest-rated skill, maintaining a positive communication atmosphere (M = 4.20), suggests  
that students are able to create an engaging and supportive environment, which is critical for fostering interaction  
and participation. Similarly, clarity and confident speech (M = 4.18) indicate competence in planned or  
structured oral tasks.  
However, lower scores in handling questions effectively (M = 3.95) and avoiding fillers (M = 3.80) reveal  
persistent challenges in spontaneous communication, suggesting a lack of flexibility in unplanned teaching  
scenarios. These findings align with Yılmaz (2023), who reported that pre-service teachers often experience  
speech anxiety and limited fluency during real-time classroom interactions.  
The results suggest that while structured presentations are well-handled, pre-service teachers require  
interventions targeting impromptu speaking, question-response techniques, and verbal fluency exercises.  
Incorporating micro-teaching, role-playing, and peer evaluation can help enhance both confidence and  
spontaneity, essential components of effective oral communication (Al-Harthy, 2020; Imas Cintamulya et al.,  
2024).  
Written Communication Competence  
Written communication competence was evaluated based on proofreading, grammar, tone consistency,  
organization, and vocabulary use. These dimensions assess the ability to construct coherent, professional, and  
academically appropriate texts.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Table 2. Self-assessment of Written Communication Competence  
Indicator  
Mean  
4.25  
4.05  
3.85  
3.90  
3.85  
3.98  
Interpretation  
Always  
Proofreads for grammatical errors  
Uses correct grammar and punctuation  
Maintains consistency in tone and style  
Organizes ideas logically  
Uses varied vocabulary  
Often  
Sometimes  
Sometimes  
Sometimes  
Moderate Proficiency  
Overall Mean  
Pre-service teachers’ overall written communication proficiency is moderate (M = 3.98). They excel in  
proofreading and grammatical accuracy, indicating attention to surface-level correctness. However, lower scores  
in tone consistency, logical organization, and vocabulary reveal difficulty in achieving higher-order writing  
competence. This supports findings by Flores and Gonzales (2021), who emphasized that teacher education  
students often struggle to maintain coherence and professional tone across written tasks.  
The results indicate a gap between mechanical writing skills and advanced written communication abilities, such  
as structuring arguments, selecting precise vocabulary, and maintaining style consistency. These deficits can  
negatively impact lesson planning, instructional documentation, and academic reporting.  
To address these challenges, interventions should include guided writing exercises, peer editing, structured  
feedback, and vocabulary enrichment programs. Incorporating reflective writing and collaborative editing  
activities can help pre-service teachers internalize organizational patterns and stylistic norms (Imas Cintamulya  
et al., 2024).  
Strategies for Communication Improvement  
This section examines the methods pre-service teachers employ to enhance their communication skills, including  
oral and written domains. Understanding these strategies informs the design of targeted interventions.  
Table 3. Frequency of Communication Improvement Strategies  
Strategy  
Mean  
4.15  
4.10  
4.05  
3.90  
3.85  
Interpretation  
Often  
Public speaking practice  
Peer feedback  
Often  
Writing journals  
Often  
Watching model presentations  
Participating in online discussion forums  
Sometimes  
Sometimes  
The respondents rely predominantly on active practice and reflective strategies. Public speaking practice (M =  
4.15) and peer feedback (M = 4.10) are most frequently used, demonstrating the importance of experiential  
learning in developing communicative competence. Writing journals (M = 4.05) facilitate reflective growth,  
reinforcing self-awareness and iterative improvement.  
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Less frequent engagement with online forums (M = 3.85) and model presentations (M = 3.90) suggests limited  
exposure to digital communication contexts, which are increasingly relevant in contemporary teaching (Kadel,  
2024).  
These findings indicate that while pre-service teachers employ traditional methods effectively, there is a need to  
expand strategies into digital and multimodal communication practices, including online discussions,  
asynchronous feedback activities, and virtual presentations. Integrating these approaches into the curriculum can  
enhance both oral and written competence and prepare teachers for blended learning environments.  
Challenges Encountered  
Identifying the barriers to communication provides critical insight for intervention design. This table summarizes  
the main challenges cited by respondents.  
Table 4. Common Communication Challenges  
Challenge  
Mean  
4.25  
4.10  
4.05  
4.00  
3.90  
Interpretation  
Often  
Limited vocabulary  
Maintaining tone consistency  
Organizing ideas logically  
Performance anxiety  
Fear of negative evaluation  
Often  
Often  
Sometimes  
Sometimes  
The most prevalent challenges are limited vocabulary, tone inconsistency, and difficulty organizing ideas,  
indicating that pre-service teachers struggle with both linguistic and cognitive aspects of communication.  
Limited vocabulary (M = 4.25) restricts both oral and written expression, while tone inconsistency (M = 4.10)  
affects professional and academic credibility.  
Performance anxiety (M = 4.00) and fear of negative evaluation (M = 3.90) highlight affective barriers to  
effective communication. These findings are consistent with Rodríguez-García et al. (2022) and Kadel (2024),  
who emphasize the interplay between affective factors and language competence in teacher preparation.  
Addressing these challenges requires holistic interventions that combine vocabulary-building, structured writing  
and speaking exercises, and confidence-enhancing practices such as role-play, peer feedback, and reflective  
journaling. Such interventions should focus on both skill acquisition and psychological readiness to  
communicate effectively.  
Significant Differences by Profile Variables  
To determine whether communication competence varies by demographic characteristics, ANOVA was  
conducted for sex and specialization.  
Table 5. ANOVA Results for Communication Competence by Sex and Specialization  
Variable  
F-value  
1.12  
p-value  
.292  
Interpretation  
Not significant  
Not significant  
Sex (Oral)  
Sex (Written)  
0.95  
.334  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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Specialization (Oral)  
1.35  
1.21  
.256  
.278  
Not significant  
Not significant  
Specialization (Written)  
The ANOVA results indicate no significant differences across sex or specialization in both oral and written  
communication competencies. This suggests that communication challenges are universal among pre-service  
teachers, not confined to specific demographic groups.  
The findings reinforce the need for inclusive interventions. A Communication Skills Development Module  
should therefore target all pre-service teachers, regardless of sex or specialization, and incorporate differentiated  
activities to address diverse learning needs.  
The Communication Skills Development Module  
Purpose and Structure  
The developed Communication Skills Development Module aims to enhance pre-service teachers’ oral and  
written competence through structured reflection, performance tasks, and interactive feedback.  
Module Units  
Unit I – Enhancing Oral Communication  
Activities: Role-plays, micro-teaching, impromptu speaking. Focus: Confidence, clarity, and nonverbal  
communication.  
Unit II – Improving Written Communication  
Activities: Guided writing, peer review, vocabulary expansion. Focus: Coherence, grammar, and tone.  
Unit III – Integrating Communication in Teaching  
Activities: Lesson discourse analysis, reflective journaling. Focus: Applying communication in classroom  
contexts.  
Expert evaluation (M = 4.70) confirmed the module’s high validity and relevance.  
CONCLUSION  
Pre-service teachers displayed generally strong oral but moderate written communication competence.  
Vocabulary development, consistency in tone, and organization remain problem areas. The proposed module  
offers structured interventions to address these weaknesses and prepares teacher candidates for both face-to-face  
and digital communication demands.  
RECOMMENDATIONS  
The developed module should be integrated into teacher education curricula, particularly within communication  
and methodology courses, to reinforce oral and written skills systematically. Regular workshops and seminars  
are recommended to improve confidence and written expression through practical, performance-based activities.  
Reflective practices such as journaling and peer evaluation must be institutionalized to foster continuous  
improvement. Future research may adopt quasi-experimental designs to test the module’s effectiveness  
longitudinally. Finally, teacher education programs must incorporate digital communication training to align  
with the evolving requirements of online and blended learning environments.  
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