Abstract
This study aimed to explore the lived experiences among Grade 12 students on their communication skills and challenges during their immersion in various workplaces at Tuyom Senior High School in Carcar City, Cebu, for the school year 2024–2025. A transcendental phenomenological research design was employed to gain a deeper understanding of the students' personal and shared experiences. The findings revealed that participants’ communication experiences in the workplace were organized into the following key themes: students encountered various difficulties during their work immersion, including restricted language abilities, anxiety about posing questions, language obstacles, and minimal experience with professional interactions. They also had to develop confidence and resilience. These elements frequently resulted in issues such as reluctance to inquire, misinterpretations, and lack of self-confidence or self-worth. However, the positive influence of communication experiences was professionalism and workplace etiquette. Furthermore, the strategies adopted by participants in the workplace included adaptability, active listening, observational communication, and effective communication to promote professional growth. These findings highlighted not only the challenges students encounter in real-world communication settings but also the growth they experienced, emphasizing the importance of strengthening communication skills as part of workplace readiness. The English teacher shall develop a pre-boarding extension program to enhance oral communication, providing students with opportunities to practice effective communication, adapt to professional settings, and respond to workplace challenges in a supportive, controlled environment. Therefore, to improve the oral communication abilities of TVL (Technical-Vocational-Livelihood) students especially in workplace environments, the LEAD TVL Extension Program suggested a comprehensive strategy. This program aimed to inspire students to cultivate and effectively apply their English communication abilities in professional settings. Through the incorporation of role-playing and simulation tasks, learners were able to rehearse authentic situations like employment interviews, client engagements, and office conversations.
