Speech Profile of Pre-Service Teachers:

Input To an Enhancement Program and Innovations

Anna May E. Candelario, EdD

Capiz State University-Pilar Satellite College
[email protected]/09167282873

Introduction

Speech is the most basic activity of man. Since the Philippines is a bilingual country,
where English is only a second language used as a medium of instruction and as means of
carrying out concerns in the world of business, it has been noted that the distortions in English
stress, intonation, juncture, and rhythm are frequent and can cause a communication breakdown.

Even before starting school, a kid learns the basics of this second language at home,
through fundamental English terminology taught to him as translations of bodily parts in English
and numerals. Experts have underlined that spoken language, the foundations of which are built
by the age of four, has a significant impact on children's kindergarten preparation and academic
achievement throughout their academic careers. From pre-school to primary school, students
were taught the fundamentals of a wide range of ideas. Language acquisition is critical in the
creation of thoughts and ideas during different stages of development. To support learning, both
oral and written communication skills are being cultivated.
As the child enters high school, more emphasis is placed on curriculum-based
knowledge. Most curricula are designed to help an individual develop physically, ethically,
socially, academically, and spiritually. As he progresses along the knowledge spectrum, the
learner accepts the notion of obtaining increasingly complicated communication skills as
preparation for job and life. The ensuing disparity in academic aptitude tends to continue or
widen throughout their school experience (Fielding, Kerr, & Rosier, 2007; Juel, Biancarosa,
Coker, & Deffes, 2003), which is why early oral language development is critical for future
academic achievement.
Communication is critical in the field of education. As Pre-Service Teachers, often known
as teacher candidates, strive toward a career as teachers, effective oral communication skills are
essential. As a result, effective speaking skills would increase learners' social involvement and
academic progress (Arung, 2016; Oruç & Demirci, 2020).
As a pre-service teacher, it is critical to have strong oral and written communication skills,
which are required in a variety of situations such as classrooms, meetings, and presentations.
A teacher's oral and written communication abilities allow him or her to deliver
knowledge, connect with pupils, and develop constructive relationships.
One of the main reasons why pre-service teachers should have strong oral and written
communication skills is that it allows them to communicate with students more successfully. a
professor who has strong communication skills can convey information clearly and concisely,
which enhances students' understanding of course materials. Additionally, a teacher can use a
variety of communication techniques to engage students, such as questioning, active listening,
and storytelling, to create an atmosphere that supports learning and encourages students to
participate in class discussions (Wei & Wang, 2019).
Another important reason why pre-service teachers should be excellent in oral and written
communication is that it allows them to create strong relationships with their pupils. A teacher
who communicates well with their pupils is more likely to develop mutual respect and trust.
Furthermore, a teacher who can modify their communication style to accommodate the
requirements of diverse students can create a helpful and inclusive learning environment (Hong,
2019). Teachers with good communication skills can also better understand their students'
histories and learning patterns, allowing them to customize their interactions with each student
and so achieve higher learning results.
Apart from interacting with students, pre-service teachers need proficient oral and speech
communication skills for collaboration with colleagues. Collaboration and communication are
keys to effective teamwork, leading to professional development and successful outcomes. For
example, group meetings and project planning require the exchange of information and ideas,
necessitating clear oral and speech communication (Han, Schroeder, & Mallory, 2020).
Therefore, having strong communication skills enhances collaboration, leading to better
teamwork, which can improve teaching practice. Finally, the pre-service teachers should have
proficient oral and speech communication skills as it facilitates effective interaction with
students, helps establish positive relationships, and fosters collaboration with colleagues.
Developing strong oral and speech communication skills is a lifelong process that requires
commitment and dedication. Pre-service teachers who possess these skills will be more effective
in their roles and more valuable to their students, colleagues, and the communities they serve.
Vocal Mechanism
Every people wants to have an effective voice. Voice is essential in communication since
it is only through the voice that the speaker can orally express what he thinks and feels. Voice
quality begins with breathing. The loudness and softness of the voice corresponds to the
pressure built upon the folds ( Hibbs, 1965). The mouth or the oral cavity is the most modifiable
of all the speech resonators. Through muscular contractions, our oral cavities can be modified
so that sounds that it produces can be reinforced. The human mechanism with its complex
neuromuscular controls is capable of a range of variation for each of the sound attributes. No
speaker produces tones at a single loudness level. Experts have emphasized that voice that is
dominated by intellect rather than emotion tends to be moderate in pitch as well as in loudness
(Eisenson, 1979).
Effective reading is reading with speed, correct articulation and correct pronunciation.
Time and rate variations are essential in reading and speaking as they are in music (Mayer,
1996). Speaking rates are almost always slower than reading rates.
Strang (1988), suggested that the estimated average rate of reading for high school
students is 250 to 300 words per minute and for college students, 320 to 350 words per minute.
On Diction
Most of the articulates sounds of American-English speech are produced, as a result of the
activity of the lips and parts of the tongue. Those mobile articulator assume positions or make
contact with fixed or relatively fixed parts of the upper jaw and the roof of the mouth.
The lips and teeth enclosed the oral cavity. The tongue lies within and almost completely
fills the oral cavity. The achievement of speech is neurologically related to the development of
the cerebrum in man. The brain is the coordinator and integrator of activity. In the brain,
impulses set up by sounds and movements that are received by the ear, the eye and the other
sense organs are translated into images or into words that have significance and meaning.
 The Structuralist Theory (Jacobson, 1968) holds that children are born with the ability to
develop language and that phonological development and other aspects of language acquisition
follow a universal language.

Abstract

This investigation focused on speech profile of pre-service teachers as input to enhancement program
and innovations. Specifically, attempts to draw the socio-demographic characteristics of respondents; determine
speech profile in terms of Vocal Mechanism and Diction; as well as significant relationship between speech profile
and socio-demographic characteristics; and determine speech enhancement program or innovations may be
introduced to address weaknesses in speech production. A descriptive research design was used to gather
information on basic and speech profiles of 40 respondents. Results revealed, respondents were female, 20-22 years
old, graduated from public senior high school, with high school graduate parents, unemployed, and earns PhP
4,000- PhP8,000. Results showed respondents were very strong in loudness, articulation, pronunciation, and even in
reading rate. However, a closer examination reveals at least one-third were slow readers. Further analysis revealed
that females have louder voices than males, demonstrating a substantial relationship between gender and loudness
of voice. As evidenced by the extremely significant relationship between rate and gender, females read faster than
males. Results also revealed those with working moms talk more articulately than with jobless mothers.
Pronunciation is unrelated to any demographic characteristics. A suitable speech enhancement program/innovation
was designed to improve proficiency in speech production.

Keywords: Speech Production, Voice Mechanisms, Speech Communication and Speech Enhancement

The Sounds of English

Consonants are sounds produced by obstructing the breath stream either by narrowing or
closing the speech tract before coming out of the mouth or the nose. Consonants may be
classified by manner of articulation and voicing ( Padilla, 2000).
A vowel is a voiced sound produced without any obstruction or constriction as the sound
flows through the cavity. The vowels vary from each other as to their production, in the size and
shape of the oral cavity. The position of the tongue, the shape of the lips and the degree of the
tension of the lips and the tongue are taken into consideration when producing the sound
(Padilla, 2000).
Diphthongs are vocalic glides or blend of two vowels that are uttered in a single breath
impulse within a single syllable.
The Prosodic Theory (Walterson,1971) holds that children initially perceive adult speech
in terms of whole units of meaning rather than individual phonemes. Both Ferguson (1978) and
Weir (1966) have noted the role of intonation patterns in speech development. Children may
vary with regard to both sequence and rate of development.
Effective instruction in oral language starts with effective oral language assessment—
before thinking about what skills should be taught or how to teach them, educators must first
identify the student’s specific areas of need. An effective assessment will provide data profiles
for a student (or groups of students) to help guide the appropriate instruction.
 To achieve this goal of training individuals to become productive citizens of the future, a
long process of educating the citizenry is required to ensure that investments in human resources
result in the achievement of its desired ends. In the process, an assessment of skills acquired and
developed by each individual is necessary.
Effective communication implies good or pleasant speech and this in turn requires not
only a clear and a modulated voice but also a speech that can easily be understood, and is
accurate in the production of the individual sounds and in the selection of words. Speech
expresses attitudes, feelings, thoughts and ideas (Falca, 1999).
For our students who would be future teachers, oral communication is the most important
way of communicating. For them, effective communication skills are essential to building
relationships, creating a positive learning environment, facilitating learning, collaborating
with colleagues, and supporting student development.

Proper assessment of their speech profile to determine their capacities, strengths and
weaknesses in speech production has to be done to properly determine appropriate and relevant
intervention to be employed. If deemed needed, interventions and innovations may be
introduced. Finally, with the aforementioned insights, the researcher was motivated to study the
speech profile of the Pre-Service teachers of CapSU Pilar-Satellite College during the school
year 2022-2023, as basis for speech enhancement program and innovations.

(7) Materials and Methods or Methodology (This includes the materials, methods,duration & location of the
study. Materials and Methods are headings used in Natural Science researches and methodology is Social Sciences.
Presentation of materials may not necessarily be in separate heading but may be incorporated in the specific
methods used. Justify paragraphs with main headings in caps.)

Methodology

This study is descriptive in nature, that finds answers to questions Who, What, When,
Where and How. It involves description, recording, analysis, and interpretation of conditions. It
also attempts to discover relationships between variables. This study involved all the 40 pre
service teachers of the BEEd Department of Capiz State University- Pilar Satellite College,
during the School Year 2022 – 2023. Variables were categorized according to their uses. A
validated researcher-made-questionnaire and checklist was used to gather the respondents’
demographic characteristics and speech profile. The study was conducted from December 7,
2022 to February 25, 2023. The respondents were asked to read at normal loudness, speed,
articulation and pronunciation to evaluate their speech profile, Rate, articulation and
pronunciation were tested and recorded in a conducive room of Capiz State University-Pilar
Satellite College. To test for loudness, the researcher used a Cool Edit Program for a more
precise and scientific evaluation. The respondents read aloud the words prepared by the
researcher in a cardboard, the latter held the individual respondents’ checklist, set the time for
reading, and recorded the number of words read in a minute. With articulation and
pronunciation, the researcher holds the checklist and marks the mispronounced and distorted
words. For verification and double checking purposes, responses of students were recorded in a
tape recorder. A three point scale was used to measure loudness, rate and articulation. The
Frequency count, mean, and percentage were employed in the study. Chi-square test was used to
determine significant relationship between speech profile and the demographic characteristics of
the respondents.

(8) Results and Discussions (This part contains presentation of results (data) with reference to the table and figure,
to be followed by discussion, with support of reviewed literature. Sequence shall be based on the objectives of the
study. Tables are formatted without the vertical lines. Horizontal lines are set at the top and bottom portions as
well as below table headings and above major subdivisions. Justify paragraphs with main headings in caps.)

RESULTS AND DISCUSSIONS

SOCIO-DEMOGRAPHIC PROFILE OF RESPONDENTS

This part presents the distribution of respondents according to socio- demographic profile
inclusive of sex, age, parents’ employment status, parents’ educational attainment and estimated monthly
family income.

SEX
In terms of sex, 37 or 92.5% of the respondents were female and 5 or 12.5% were male. Results
imply that majority of the respondents were female.

AGE

In terms of age, 34 or 85% of the respondents were 20-22 years old; 3 or 7.5% were 19 years old
and below and likewise 3 or 7.5% belonged to 23 years old and above. Results imply that majority of the
respondents were of ages 20-22 years old.

TYPE OF HIGH SCHOOL GRADUATED FROM

In terms of type of high school graduated from, 37 or 92.5% of the respondents graduated from
public high school and 3 or 7.5% were from private secondary school. Results imply that majority of the
respondents graduated from public secondary high schools.

PARENTS’ HIGHEST EDUCATIONAL ATTAINMENT:

Fathers’ Highest Educational Attainment

In terms of the fathers’ educational attainment, 26 or 65% were high school graduate; 9 or 22.5%
were elementary graduate; 4 or 10% were college graduate and 1 or 2.5% was post degree graduate.
Results imply that majority of the fathers were high school graduate.

Mothers’ Highest Educational Attainment

In terms of mothers’ educational attainment, a majority, 25 or 62.5% of respondents were high

school graduate; 9 or 22.5% were elementary graduate; 5 or 12.5% were college graduate and 1 or 2.5%
was post degree graduate. Results imply that majority of the mothers were high school graduate.

PARENTS EMPLOYMENT STATUS

Fathers’ Employment Status

In terms of the fathers’ employment status, 22 or 55% were employed and 18 or 45% were
unemployed; Results imply that majority of the fathers were employed.

Mothers’ Employment Status

In terms of mothers’ employment status, a majority, 35 or 87.5% were employed and 5 or 12.5%
were unemployed; Results imply that majority of the mothers were employed.

ESTIMATED MONTHLY FAMILY INCOME`

 In terms of the family’s estimated monthly income, results show that 27 or 67.5% earn PhP
4,001- PhP8,000; 7 or 17.5% earns PhP 8,001 and above; and 6 or 15 % earns PhP 4,000 and below.
Results imply that majority of the respondents’ family earns an estimated income of PhP 4,001-
PhP8,000.

Table 1. Distribution of respondents in terms of their socio-demographic profile.

VARIABLES FREQUENCY PERCENTAGE
SEX
Male 5 12.5
Female 35 87.5
Total 40 100.0
AGE
23 years old & above 3 7.5
20-22 years old 34 85.0
19 years old and below 3 7.5
Total 40 100.0
TYPE OF HIGH SCHOOL ATTENDED
Public 37 92.5
Private 3 7.5
Total 40 100.0
PARENTS’ HIGHEST EDUCATIONAL
ATTAINMENT
Father's Highest Educational Attainment
Elementary Graduate: 9 22.5

High School Graduate: 23 57.5

College Graduate: 4 10.0

Post Degree Graduate 4 10.0
Total 40 100.0
Mother's Highest Educational Attainment
Elementary Graduate: 9 22.5
High School Graduate: 24 60.0
College Graduate: 5 12.5
Post Degree Graduate 2 5.0

Total 40 100.0
PARENTS’ EMPLOYMENT STATUS
Fathers’ Employment Status
 Employed 22 55
Unemployed 18 45
Total 40 100.0
Mothers’ Employment Status
Employed 35 87.5
Unemployed 5 12.5
Total 40 100.0
Estimated Monthly Family Income
PhP 8,001 & above 7 17.5
PhP 4,001 - PhP 8,000 27 67.5
PhP 4,000 & below 6 15.0

Total 40 100.0

SPEECH PROFILE
(Basis for Identifying Strengths and Weaknesses)
Anchored on the principle that human beings produce sounds base on the four fundamental
attributes,namely: loudness, rate, articulation and pronunciation, table 2 provides conclusive evidences
on the strengths and weaknesses of the pre-serv ice teachers relevant to speech profile.
Table 2. Summary of the speech profile of respondents as basis for determining the strengths and
weaknesses on speech production.
Speech Profile Frequency Percentage
Loudness
High 18 45
Normal 20 50
Low 2 5
Rate
Fast 17 42.5
Normal Rate 11 27.5
Slow 12 30.0
Articulation
Satisfactory 15 37.5
Outstanding 25 62.5
Pronunciation
Satisfactory 18 45
Outstanding 22 55
From the data presented in Table 2, it can be inferred that during the school year 2022-2023, the pre-
service teachers of Capiz State University- Pilar Satelllite College were strong on Rate, Articulation and
Pronunciation. On the other hand, respondents have normal loudness of voice.
Moreover, in terms of rate, data revealed that majority (42.5%) read faster and only 27.5% reads at
normal pace. However, looking closely on the scores, almost one thirds of the respondents were slow
readers, thus this attribute can be considered by the researcher as a weakness.

Relationship Between Speech Profile and Demographic Characteristics.

Table 3 presents the relationship of variables under investigation. Each speech profile attribute
was related to the respondents’ demographic profile to draw a picture of how each demographic
characteristic affects the various aspects of speech production which include voice production/ vocal
mechanism and diction.
A. Demographic Characteristics and Loudness

Results of the test relationship (Table 3) between the respondents’ demographic characteristics
and loudness using the Chi Square test (X2) revealed that among the variables tested, only sex shows
significant association with loudness. Female respondents produced significantly loud or forceful sound
compared with the male respondents,
The null hypothesis which states that there is no significant relationship between the students’
demographic characteristics and their speech profile in terms of loudness is therefore accepted, except for
sex.
B. Demographic Characteristics and Rate

Table 3 further shows the test of relationship between demographic characteristics of the
respondents and their speech profile in terms of rate or speed. Chi Square (X 2) revealed that respondents’
speech profile in terms of rate is dependent to their sex. It was also further observed based on the result
of the study that female respondents read faster compared to the males. However, no degree of
association was observed between students’ speech profile in terms of rate and the other variables tested
in the study.
The null hypothesis which states that there is no significant relationship between the students’
demographic characteristics and their speech profile in terms of rate/speed is therefore accepted, except
for variables, namely: sex, which has highly significant association with respondents sex profile in terms
of rate or speed.
C. Demographic Characteristics and Articulation

Among the demographic variables included in the study, only mother’s employment status was
significantly associated with the respondents’ speech profile in terms of articulation. It was observed
that almost 100 percent of the respondents whose mothers are employed have outstanding articulation.

The null hypothesis which states that there is no significant relationship between the respondents’
demographic characteristics and speech profile in terms of articulation is therefore accepted, except for
mothers’ employment status which is significantly associated with their speech profile in terms of
articulation.

D. Demographic Characteristics and Pronunciation

Table 3 further shows the test of relationship between the respondents’ demographic
characteristics and speech profile in terms of pronunciation. Results of the Chi Square (X 2) test revealed
that their pronunciation is independent of their demographic profile characteristics.

The null hypothesis which states that there is no significant relationship between the students’
demographic characteristics and their pronunciation is therefore accepted.

Table 3. Summary table of Chi Square values showing relationships between different
demographic characteristics and speech profile.

SPEECH PROFILE
Demographic Characteristics
Loudness Rate Articulation Pronunciation
a a
1. Sex 7.331* 12.802 ** 0.114ns 1.000ns
a a
2. Age 2.723ns 1.088ns 0.701ns 0.781ns
a a
3. Type of High School 2.587ns 1.000ns 0.372ns
2.428ns
Attended
a a
4. Educational Attainment of 3.314ns 1.000ns 1.000ns
3.48ns
fathers
a a
5. Educational Attainment of 4.195ns 4.713ns 1.000ns 1.000ns
Mothers
a a
6. Fathers’ Employment Status 1.260ns 1.769ns 0.253ns 1.000ns
a a
7. Mothers’ Employment 0.283ns 1.439ns 0.041* 1.000ns
Status
a a
8. Estimated Monthly Income 0.403ns 2.790ns 0.253ns 0.523ns
a
Fisher’s Exact Test of Significance
* Significant At 5% Level
** Highly significant at 1% level
 ns Not significant

(9) Conclusions and Recommendations (This part shall be written in narrative form and arranged based on the
objectives and findings. Conclusions are general statements answering the objectives. Recommendations are based
on the conclusions. They may be split or combined based on their length, which means, conclusions and
recommendations may be split under separate headings if they are long. Justify paragraphs with main headings in
caps.)

Conclusions and Recommendations

Based on the findings of the study, the following conclusions were made:

1. The pre-service teachers were generally female, 20-22 years old, mostly graduated from
public senior high school, with parents who are high school graduate, unemployed and earns
PhP 4,000- PhP8,000.

2. The pre - service teachers of school year 2022-2023 dominantly speak at normal loudness of
voice; can produce sounds of vowels and consonants correctly and can produce words clearly
and precisely. However, almost one thirds of the respondents were weak in reading rate/speed.

3. Females have louder voices than males, demonstrating a substantial association between
gender and loudness of voice. Females can read quicker than males, as evidenced by the
extremely significant association between rate and gender. Results also demonstrated that those
with working moms could talk more articulately than those with jobless mothers.

4. There is a substantial association between gender and loudness of voice; and an extremely
significant association between rate and gender. However, pronunciation is unrelated to any of
the demographic factors of the respondents.

5. Significant and substantial data are revealed in this study that can become basis of
enhancement and innovative schemes to increase the speech production rate and proficiency of
pre-service teachers.

RECOMMENDATIONS

Based on the conclusions of the study, the following recommendations were made:
1. The pre-service teachers may personally endeavour for self development, to achieve
competence and proficiency in speech production.
2. The pre-service teachers may be exposed more to reading exercises to help them strengthen
their articulation, pronunciation and loudness of voice; as well as help them improve their
speed in reading.
3. Teachers in English particularly the speech teachers, may consciously exert more efforts in
creating and providing learning experiences that will further develop and improve the
students’ speaking and writing skills; so that when students go out to a bigger world, they
can exude mastery and confidence considering the excellent training they have.
 4. Results from this investigation shall be used as springboard or basis for a remedial teaching
in English, or in speech class.
5. A thorough and a well planned speech enhancement program that may address the needs of
the pre service teachers may be conducted. --Similar studies may be conducted using other
research designs or utilizing other statistical methods to better explore speech profile or
speech production of pre service teachers. Similar studies may be conducted using other
research designs or utilizing other statistical methods to better explore speech profile or
speech production of pre service teachers.

OUTCOMES

From the results of the study, the researcher has devised a speech enhancement program
to correct distortions and strengthen the speech patterns and vocal mechanisms of the pre-
service teachers for fluency.
This speech enhancement program will be a two- day workshop in grammar, vocal
mechanism, oral and speech production entitled, Project Confidence: a Speech and Grammar
Enhancement Program For Pre-Service Teachers, with the theme: Optimizing Pre Service
Teachers’ Speech and Oral Competences to Achieve Fluency. This will start from planning
stage, a series of speech and oral enhancement activities to achieve the goal of fluency and
mastery among respondents.

(14) Output (Indicate the specific products, processes or services which the project has produced; quantify when
possible.)

Output of the Study

1. An extension program for the pre-service teachers to focus on developing their speech and
oral proficiency June-December 2023
2. Speech Training and Workshop June-December 2023
3. Speech and Oral Workbook July- December 2023
4. IMs July- December 2023
5. Info graphic materials June- December 2023
6. Remedial Reading Program July- December 2023

(15) Technology Transfer Activity Conducted (Indicate the specific products, activity design, processes or
services transferred as extension activities)

1. An extension program on speech enhancement to improve the pre-service students’

speech production and reading speed.

2. Speech skills enhancement and self awareness programs to help students improve their
basic speech proficiency and mastery

3. Speech and Oral Workbook

 4. Remedial Reading Program

(16) Economic Analysis (This should present the direct cost of project implementation, expenses in the production
of technology, revenues generated from technology produced, return on investment (ROI) and payback period.

(17) Acknowledgments (Include only important persons and institutions with involvement in funding and conduct
of the research. Justify paragraphs with main headings in caps.)

Acknowledgments

Special thanks to the CapSU Administration, to the RDE Office, to my fellow researcher
enthusiasts, friends and family who have inspired and have given suggestions, recommendations
and moral support. To the ever patient friend who run the statistics of this study, Dr. Audie
Belargo, my heartfelt gratitude. Above all to God Almighty for the wisdom, patience and
determination to continue despite the odds and challenges. May everything be for God’s honor
and glory alone.

(18) References (It should include only works mentioned in the text and should be arranged alphabetically.
Citations shall not be less than 13 entries. This must follow the APA latest edition format, in hanging indention with
12-point space in between.)

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