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

نویسندگان

  • Janine P. Rulona Student, College of Education Department, University of Southeastern Philippines, Philippines orcid.org/0000-0001-6478-4682 Instructor, General Education Department, Davao Oriental State University, Banaybanay Campus, Philippines
  • Lilibeth A. Cenojas Associate Professor, College of Education Department, University of Southeastern Philippines, Philippines orcid.org/0009-0008-5751-4877

DOI:

https://doi.org/10.46827/ejel.v11i3.6718

کلمات کلیدی:

needs analysis, communication proficiency, English preservice teachers, Philippines

چکیده

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.

بیوگرافی نویسندگان

  • Janine P. Rulona، Student, College of Education Department, University of Southeastern Philippines, Philippines orcid.org/0000-0001-6478-4682 Instructor, General Education Department, Davao Oriental State University, Banaybanay Campus, Philippines

    Janine Rulona is an educator, researcher, and college instructor currently serving at Davao Oriental State University, Banaybanay Extension Campus. She is actively engaged in instruction, research, and extension services in the field of English Language Teaching (ELT). Prior to her current position, she also served as Instructor I at Davao del Norte State College, where she contributed to higher education instruction and academic research. Ms. Rulona earned her Bachelor of Secondary Education major in English from Governor Generoso College of Arts, Sciences and Technology (GGCAST). She completed her Master of Arts in Education major in Teaching English at the University of Mindanao in 2022. She is also working on completing her degree, Doctor of Philosophy in English Language Teaching at the University of Southeastern Philippines. Her academic interests focus on English language teaching, communication proficiency, instructional material development, pedagogy, and student engagement in education. She has conducted various studies on instructional innovation, communication skills enhancement, and literacy skills of students. Among her scholarly works and research engagements are studies on: communication proficiency among English pre-service teachers; student engagement and social literacy of students; action research; development of instructional materials using the ADDIE Model; utilization and evaluation of digital instructional materials; and research engagement and scientific investigation in higher education. As an educator and researcher, Janine Rulona continues to advocate for learner-centered instruction, innovative pedagogy, and research-driven educational practices that enhance students’ communication competence and academic development.

  • Lilibeth A. Cenojas، Associate Professor, College of Education Department, University of Southeastern Philippines, Philippines orcid.org/0009-0008-5751-4877

    Dr. Lilibeth A. Cenojas is an accomplished Filipino educator, applied linguist, researcher, and extension specialist currently serving as Associate Professor II at the Graduate School of the College of Education of the University of Southeastern Philippines. With extensive experience in higher education, research, language instruction, and community extension services, she has dedicated her professional career to advancing English language education and teacher development in the Philippines and beyond. Dr. Cenojas earned her Doctor of Philosophy in Education major in Applied Linguistics from the University of the Immaculate Conception, where she graduated Cum Laude. She also pursued doctoral coursework in Education Administration at Ateneo de Davao University. Her academic preparation further includes a Master of Training and Development from Griffith University and a Master of Education in Language Teaching major in English from the University of Southeastern Philippines. She completed her Bachelor of Arts in Communication Arts at Ateneo de Davao University. Throughout her academic career, Dr. Cenojas has held various instructional and leadership positions at the University of Southeastern Philippines, including Instructor, Assistant Professor, Extension Coordinator, and Deputy Director of several university programs and centers. Her expertise spans applied linguistics, English language teaching, communication, teacher education, curriculum development, classroom management, and educational extension services. Dr. Cenojas has also served as an international trainer and facilitator, conducting programs such as English as a Medium of Instruction and English for Teaching Purposes at Tan Trao University. Her extension work has significantly contributed to teacher capability-building, literacy and numeracy enhancement, disaster preparedness education, inclusive education, and community empowerment initiatives in collaboration with schools, barangays, non-government organizations, and the Department of Education. Among her authored and facilitated works are training modules and instructional materials on: English for Teaching Purposes; disaster preparedness and climate change; collaborative networking and management in education; classroom management and strategies for early childhood teachers; literacy and numeracy development; reading program assessment and design; and instructional material development using digital technologies. In recognition of her outstanding contributions to extension services and community engagement, Dr. Cenojas received the Most Outstanding Extension Coordinator of the Year Award during the 33rd Foundation Anniversary of the University of Southeastern Philippines in 2011. As an educator, researcher, and extension advocate, Dr. Lilibeth A. Cenojas continues to inspire future educators and language practitioners through her commitment to academic excellence, transformative teaching, and community-centered educational development. In this study, she serves as the cooperating adviser for Author 1.

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2026-05-15

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دوره 11 شماره 3 (2026)

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