World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IX (September 2026), pp.11-18
Lorna C. Untalan
College Instructor
College of Education, Graduate Studies Program, Tarlac State University
https://orcid.org/0009-0008-5826-4363
This qualitative descriptive case study explored the multi-dimensional oral communication challenges in English experienced by twenty (20) purposively selected first-year and second-year Teacher Education students at Interworld Colleges Foundation, Incorporated during the Academic Year 2025–2026. Guided by Dell Hymes’ Communicative Competence Theory, Stephen Krashen’s Affective Filter Hypothesis, and Lev Vygotsky’s Social Constructivist Theory, data were gathered through open-ended questionnaires and follow-up semi-structured interviews, then analyzed via Braun and Clarke’s thematic analysis framework. The findings revealed severe, interdependent challenges across four linguistic domains: phonological insecurity with complex consonant clusters and silent letters (pronunciation); processing bottlenecks causing real-time word retrieval gaps (vocabulary); structural uncertainties with verb tenses and prepositions leading to sentence simplification (grammar); and severe speech discontinuity caused by cognitive overload (fluency). Non-linguistic factors heavily exacerbated these outcomes, including evaluation-induced communication anxiety, lack of an out-of-class English-speaking ecosystem, and rigid, teacher-centered instructional correction routines. Conversely, participants exhibited robust learner agency, deploying technology-assisted coping mechanisms like digital media shadowing and mirror rehearsals to reduce psychological barriers. Based on these contextual empirical realities, a Proposed Oral Communication Development Program was formulated, featuring targeted pronunciation clinics, interactive vocabulary expansion modules, contextual grammar loops, and low-stakes conversational simulations. The study concludes that oral proficiency development requires a transition toward a psychologically safe, student-centered, and communicative teacher-training environment.
Keywords: oral communication challenges, communicative competence, teacher education, affective filter, qualitative case study, intervention program
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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