Barriers to Communication Skills Development in Technical Vocational and Livelihood (TVL) Classrooms: English Teachers’ Perspectives

This study explored the barriers that hinder the development of communication skills among Technical Vocational and Livelihood (TVL) students as perceived by English teachers and examined the coping strategies they employ to address these challenges. It also generated insights that may enhance the communication skills development of TVL learners. A qualitative research design was employed using in-depth interviews with twelve (12) English teachers from Cluster 15 of the Davao City Division. The participants were purposively selected to provide rich descriptions of their experiences in teaching communication skills to TVL students. The data gathered were analyzed using Thematic Content Analysis (TCA) to identify recurring patterns, meanings, and themes from the participants’ narrations. The findings revealed three major barriers to communication skills development: linguistic limitations in English proficiency, low self-confidence, and negative attitudes and low motivation toward learning English. To address these barriers, teachers implemented coping strategies such as gradual and scaffolded speaking practice, the use of interactive and student-centered speaking activities, and the contextualization of communication tasks to vocational and workplace situations. Furthermore, the study generated two key insights to enhance communication skills development: strengthening existing coping strategies and leveraging technology for practice and reflection. These findings emphasize the importance of supportive learning environments, contextualized instruction, and technological integration in improving communication skills among TVL students.