Authors

Karen Rhede T. Manulat*
University of the Visayas, Corner D. Jakosalem, Colon St., Cebu City, Philippines

Dr. Regina P. Galigao
Cebu Technological University, M. J. Cuenco Avenue Cor R. Palma St., Cebu City, Philippines

Abstract

Classroom communication is an essential element of effective teaching that contributes considerably to students’ education and engagement. In order to explore the factors that influence effective classroom communication among pre-service teachers in various continents, this systematic review has been conducted. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 55 studies published from 2021 to 2026 have been analyzed in this paper. In particular, the focus has been made on determining missing communication skills, analyzing factors that influence effective communication, and evaluating successful training methods. It has been found out that pre-service teachers often face difficulties with oral communication skills, written communication skills, and instruction clarity in practical conditions. This problem is mostly caused by limited vocabulary, lack of ideas’ organization and poor confidence in one’s abilities (Punongbayan et al., 2025). Apart from that, psychological factors such as speaking and writing anxiety considerably affect the performance of pre-service teachers’ communication skills (Miñoza et al., 2023; Arifin et al., 2024). [ibe.unesco.org] [researchgate.net] [alison.com] Moreover, the review highlighted contextual factors such as cultural variation, linguistic diversity, teaching styles, and the use of technology as the most important determinants of classroom communication practices across continents (Mahdi, 2023; Suroso et al., 2024). Communication techniques and approaches were found to play an instrumental role in improving classroom interactions and results (Karasova & Nehyba, 2023). Nevertheless, there is no standard approach to communicating among students due to the absence of communication training programs in teacher colleges around the world. [ejurnal.st…ssel.ac.id], [eric.ed.gov] [hrpub.org] Thus, classroom communication depends on various factors such as communication skills, psychological readiness, context, and training programs. To improve classroom communication, more attention should be paid to training teachers how to communicate using practical approaches and developing standard communication modules.

Keywords:  Classroom communication, pre-service teachers, communication skills, teaching effectiveness, communication anxiety, teacher education.

*Corresponding author / Email: kareversity@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031448

Recommended citation:
Manulat, K. R. T., & Galigao, R. P. (2026). Factors affecting the development of effective classroom communication. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 3084-3093. http://doi.org/10.69651/PIJHSS05031448

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References

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