The Impact of An Effective Communication Course With Enhanced Student Engagement On Communication Skills and Empathic Tendency of Preservice Teachers

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Ed Process Int J | www.edupij.

com
ISSN 2147-0901 | e-ISSN 2564-8020
2023 | ÜNİVERSİTEPARK

ARTICLE HISTORY RESEARCH ARTICLE


Received July 23, 2022
Accepted May 03, 2023 The Impact of an Effective Communication
Published Online May 22, 2023 Course with Enhanced Student Engagement on
Communication Skills and Empathic Tendency
CORRESPONDENCE
Özge Ceren Çelik of Preservice Teachers
ocerencelik@gazi.edu.tr
Gazi University, Department of Özge Ceren Çelik · Gülgün Alpan
Educational Sciences, Ankara, Türkiye.
ABSTRACT
Background/purpose – The purpose of this study was to examine the
AUTHOR DETAILS
Additional information about the impact of an Effective Communication course with enhanced student
author is available at the end of the engagement on preservice teachers’ communication skills and empathic
article. tendency levels.
Materials/methods – The study adopted a mixed-methods design where
How to cite: Çelik, Ö. C., & Alpan, G. the one-group pretest–posttest design was used.
(2022). The Impact of an Effective
Communication Course with Enhanced Results – It was found that the Effective Communication course with
Student Engagement on enhanced student engagement had a significant impact on the empathic
Communication Skills and Empathic tendency levels of preservice teachers, albeit with a small effect size.
Tendency of Preservice Teachers. However, the impact of the course on communication skills was not
Educational Process: International statistically significant. The preservice teachers found the course efficient
Journal, 12(2): 33-58. in contributing to their theoretical knowledge about communication and
improving their attitudes and basic skills.
Conclusion – It was concluded that enhancing student engagement
OPEN ACCESS through an Effective Communication course had a limited contribution in
optimizing the communication skills and empathic tendency levels of
Copyright © 2023 by the author(s). This work future teachers.
is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International
License (CC-BY-4.0), where it is permissible to
Keywords – preservice teacher education, mixed methods, student
download and share the work provided it is engagement, communication
properly cited.
To link to this article – https://dx.doi.org/10.22521/edupij.2023.122.3

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Çelik and Alpan | 34

1. INTRODUCTION
The importance of social and emotional skills in education was highlighted by John Dewey in
1933, having stated that, “There is no education when ideas and knowledge are not
translated into emotion, interest, and volition” (as cited in Demetriou & Nicholl, 2021, p. 189).
Over the past decade, research has similarly indicated that there is a recognition of the need
for a broad educational agenda to develop students, not only in terms of their academic
performance but also their socioemotional competence. This agenda focuses on both
promoting students’ academic achievement and preparing them to communicate effectively
across a diverse and expansive range of opportunities, which can be considered one of the
most critical functions of education (Al-Musalli, 2019; Jennings & Greenberg, 2009;
Pennington et al., 2020). Accordingly, today’s teaching profession has become more socially
and emotionally demanding compared to the past (Jennings, 2011). Teachers are now
expected to be socially and emotionally competent in order to create a positive classroom
climate and to establish and foster healthy relationships with their students. Within this
perspective, communication and empathy have become crucial skills that an effective and
competent teacher must develop.
While empathy and communication training is necessary and beneficial for almost every
profession, those working in many human-facing fields are in particular need for this type of
training (Dökmen, 1988). For example, doctors, nurses, dentists, accountants, and engineers
are some of the professions in which communication plays a vital role (Cheraghi et al., 2021;
Moura et al., 2021; Özyürek, 2012; Riemer, 2007; Üstün, 2005). Another such profession is
teaching, as its actors encounter multiple communication exchanges every working day with
their students, as well as with other teachers, school administrators, and parents (Çalışkan &
Ayık, 2015). As a necessary constituent of teacher effectiveness, effective communication is
considered as important as content knowledge in defining the effectiveness of their teaching
(Okoli, 2017). As the essence of education is communication, a critical foundation for teaching
requires a solid grasp of core communication concepts, with an inadequate foundation
potentially putting students’ learning at risk (Hunt et al., 2002). Empathy is a powerful
communication skill and one of the most important teacher competencies for the holistic
development of students. Empathy is an essential skill that teachers need to develop in order
to cope with the difficulties that students face in learning and to ensure the emotional well-
being of their students (Hardee, 2003; Sezen-Balçıkanlı, 2009). Research indicates that
enhancing teacher empathy is one of the key ways to improve school culture (Barr, 2010),
student learning (Arghode et al., 2013), student motivation (Waxman, 1983), and the social
and moral development of students (Eisenberg et al., 1991). As such, the educational field has
begun to see the importance of incorporating empathy into the preparation of future
teachers (Bouton, 2016). Furthermore, communication research has similarly indicated that
teachers’ communication behaviors have a strong relationship with instructional outcomes,
student motivation, as well as affect toward the instructor, course content, and the overall
course (Anderson et al., 1981; McCroskey et al., 2006). Hence, within this framework, it can
be asserted that training teachers in the skills associated with communication and empathy
should form an essential element of their initial preservice teacher training.
With a specific focus on communication training, the Effective Communication course
formed part of Turkey’s revised teacher education program implemented at the start of the
2006-2007 academic year. The Effective Communication course forms a constituent part of
different teacher education programs in Turkey, either as a compulsory or an elective

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Çelik and Alpan | 35
theoretical course rated as either two or three credits (Deniz, 2015). One of the most
effective ways to achieve this course’s objectives is to facilitate student engagement, which
has recently become a “buzzword” in higher education circles and has a recognized crucial
effect on success and learning, as evidenced by increased research, theory, and discussions
(Kahu, 2013). Student engagement has become associated with dynamic student involvement
in academic activity (Carey, 2013), with active engagement in learning experiences typically
shown to positively impact student satisfaction, as well as their persistence, academic
achievement, and social engagement (Fadel et al., 2015; Kuh et al., 2008; McClenney et al.,
2012; Trowler, 2010).
A review of the existing literature indicates that the number of studies focusing on
teachers’ competencies in communication has increased recently (Morreale & Pearson,
2008), and a large body of national and international research has been conducted to
examine preservice teachers’ communication skills (Ateş & Sağar, 2022; Baykara-Pehlivan,
2005; Beyaz, 2022; Burak & Durak, 2021; Çuhadar et al., 2014; Saunders & Mills, 1999) and
empathic tendencies (Beyaz, 2016; Biçer & Başer, 2019; Cochran & Parker Peters, 2023; Ekinci
& Aybek, 2010; Kula & Akbulut, 2020; Tettegah & Anderson, 2007; Wilson, 2020). Some
studies have investigated the relationship between communication skills and empathic
tendency levels of preservice teachers (Ahmetoğlu & Acar, 2016; Günönü-Kurt, 2019;
Özgökman, 2019), whilst some have considered how training in communication can influence
the communication skills and empathic tendency levels of preservice teachers. Yarar-Kaptan
and Oğuz (2011) focused on examining the effectiveness of the aforementioned Effective
Communication course on preservice teachers’ communication skills. Similarly, Yüksel-Şahin
(1998) examined the effect of a communication skills training program on university students’
communication skills. In 2006, Karahan et al. analyzed the effect of a Human Relations and
Communication course on preservice teachers’ conflict resolution and empathic skills, whilst
Elkatmış (2015) investigated the effects of the Turkish I: Written Expression and Turkish II:
Spoken Expression and Effective Communication courses on the communication skills of
preservice classroom teachers. Additionally, Arslan et al. (2010) revealed the effect of
communication skills education integrated with creative drama on preservice teachers’
communication skills.
However, it can be said that research that investigates the potential impact of student
engagement on learners’ communication skills and their levels of empathic tendency is
limited in the literature (Derrick, 2006). In this sense, the current study aims to extend the
current knowledge about the effect of communication courses, and to present a novel
contribution by considering the influence of student engagement. Enhancing student
engagement not only has academic outcomes but also social and emotional outcomes that
include the relationship skills of learners (Appleton et al., 2006; Morgan et al., 2022). Since
the Effective Communication course is a learning area with affective, cognitive, and
behavioral dimensions that require the active engagement of preservice teachers as students,
the influence of student engagement within this course deserves further attention and
analysis. In this respect, it was considered that the current study, in exploring the impact of
the Effective Communication course with enhanced student engagement on the
communication skills and empathic tendency levels of preservice teachers, could yield
significant contributions to the related theoretical framework and practices of enhancing
communication and empathy in preservice teacher training.

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1.1. Communication
It is has been well-established that teachers’ social and emotional well-being is essential
to how they function in the classroom, encompassing teachers’ classroom management
approaches, learning support, and learning environments (Collie, 2017). Teachers’
socioemotional competence and well-being are elements that determine how their
relationships with students are formed and hence have a sound impact on their students and
the learning context. Classrooms, where warm teacher-student relationships are built, help to
enhance students’ deep learning and positive social and emotional development, while
classrooms where the social and emotional demands of teaching are poorly met can damage
both students’ academic achievement and behavior (Schonert-Reichl, 2017). Supportive
teacher–student relationships significantly contribute to a positive climate in both class and
school, connectedness to school, and academic and socioemotional outcomes. Teachers who
recognize and understand how students feel and the potential of teachers in developing
students’ behaviors can be more efficient in responding to the needs of students in addition
to developing trust and respect in the classroom (Jennings, 2011). Teachers with social and
emotional competencies can foster a classroom climate where they support and encourage
students, and are able to consider the strengths and abilities of their students whilst planning
lessons. These teachers prepare and apply rules that enhance students’ intrinsic motivation,
promote cooperation in the classroom, and model the behaviors necessary for effective
communication (Jennings & Greenberg, 2009). Therefore, teachers’ communication skills
constitute an important dimension to consider among the skills, attitudes, and values that
make teachers emotional and socially competent.
Griffin (2006) defined communication as a relational process during which individuals
create and interpret messages that result in a response. As the driving force in any
relationship or situation, communication is a continuous process of sending and receiving
messages which enhances the dissemination of knowledge, attitudes, and skills (Johnson,
1999; Miller, 1988). Communication is both a personal and a social process, and a
psychosocial process that builds a relationship between two people. Regardless of its content,
people need to exchange ideas to solve a problem, in other words to communicate
(Cüceloğlu, 2002). Throughout life, individuals psychologically need to declare their existence
and be aware of it. People in this need inevitably resort to various verbal and non-verbal
communication methods. In summary, communication is the result of a key human
psychological need (Kuzu, 2003).
According to Dökmen (2002), who briefly defined communication as the exchange of
information, all living creatures need to communicate in order to survive; however,
communication has a completely different importance in terms of human life. As such,
communication is the most important factor in education as the classroom is a complex
communication space (Kurenkova & Shkineva, 2008; Muste, 2016). Effective communication
is therefore essential for teachers as the achievement of teaching goals is only possible
through successful communication in the classroom (Gelişli, 2019). Knowledge is shared with
the help of effective communication and enriched when appropriate messages are sent and
received. Effective teaching depends on successful communication, but in order to achieve
effective communication in the classroom it is necessary to create “an open process”
whereby accurate messages are sent and received by both parties, i.e., students and teachers
(Johnson, 1999; Miller, 1988). Bender (2005) asserted that successful teachers are also
effective communicators who are able to adapt how they communicate based on the context
and to utilize various means considering the intended purpose. Therefore, effective

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communication skills, which require interaction, the transmission of appropriate messages,
and various transmission methods, are all essential elements that constitute good teaching
practice (Saunders & Mills, 1999).
1.2. Empathy
While empathy was considered as a cognitive concept up until the late 1950s, by the
1960s it was emphasized that empathy also had an emotional aspect. Since then, for the
development of empathy, it has been considered essential not only to get to know others and
put oneself in the place of others but also to consider their feelings (Dökmen, 1988). Based on
this perspective, empathy has been described according to two aspects: (a) empathy is the
cognitive awareness regarding the thoughts, feelings, perceptions, and intentions of someone
else; and, (b) empathy is the vicarious affective response that one person gives to another
(Hoffman, 2000). According to Rogers (1975), whose definition of empathy is still used,
empathy is the process of being sensitive to the changing emotions of people without judging
them (as cited by Wilson, 2020).
Empathy is the ability to imaginatively enter and participate cognitively, affectively, and
behaviorally in the world of others. Empathy helps people understand individuals with
different values, views, and behaviors. From a macro perspective, it is considered the moral
glue that helps civil society unite with the power of empathy (Calloway-Thomas, 2010). In this
process, empathy is first experienced emotionally and instinctively when one encounters
someone feeling anxiety or pain. This turns into a feeling when the person feels like this event
happened to themselves. This feeling is then considered a skill when the individual is willing to
help another; that is, the empathic process occurs when the first “emotional response” is
turned into a “caring action” (Levine, 2005). Covey (2020), who mentioned empathy as being
a process of listening with the intent to understand, stated that the difficulty of empathic
listening in communication is the inevitability of being influenced whilst trying to understand
others. In order to have influence, one first has to be influenced. Therefore, being influenced
is an indicator of sensitivity and the beginning of being able to understand others.
Historically, the interest of educators in empathy has centered on teacher empathy,
which refers to the competency of expressing concern and seeing something from the
students’ perspective. Teachers are required to perceive how their students feel and to
consider and understand their viewpoints. In turn, teachers’ empathic communication helps
students to experience greater understanding and acceptance and can help improve their
attitude towards their own identity and schooling (Feshbach & Feshbach, 2009; Tettegah &
Anderson, 2007). Empathy helps teachers comprehend students’ emotions, and to negotiate
and react appropriately to those emotions (Huang et al., 2020). Empathy is one of the pieces
of the student-teacher interaction puzzle that bridges teachers’ knowledge about their
students and how they fulfill their students’ needs or the process by which they plan learning
experiences (Warren, 2018). Empathy training is therefore crucial in the preparation of
preservice teachers in terms of purposeful teaching and to inspire learning (Bouton, 2016;
Boyer, 2010).
1.3. Student Engagement
For more than 70 years, student engagement has formed part of the search to
understand and develop learning. The meaning of the construct has evolved over time. In the
1930s, Ralph Tyler conceptualized student engagement as the time on task, whereas in the
1970s, C. Robert Pace defined it as the quality of effort (Groccia, 2018; Kuh, 2009). On the
other hand, many historians of education would concur with the idea that the student

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involvement research of Alexander Astin had a profound influence on modern engagement
research (Axelson & Flick, 2010). Astin (1999) argued that student involvement refers to
students’ energy devoted to the academic experience.
There are multiple interpretations of the concept of student engagement; however, the
concept may be considered ambiguous, tangled, and even misleading (Vuori, 2014).
According to Kuh (2003), student engagement is “the time and energy students devote to
educationally sound activities inside and outside of the classroom, and the policies and
practices that institutions use to induce students to take part in these activities” (p. 25).
Similarly, Axelson and Flick (2010) described student engagement as “how involved or
interested students appear to be in their learning and how connected they are to their
classes, their institutions, and each other” (p. 38). Trowler (2010) argued that student
engagement is based on the interaction between the time, effort, and other relevant
resources invested by both students and their institutions that aim to amend students’
experiences, attain the desired learning outcomes, and contribute to the reputation of the
institution. According to Groccia (2018), the diversity in the definition of student engagement
is indeed its strength as this diversity boosts the potential of student engagement to enhance
learning. Based on a multidimensional conception of student engagement, Groccia (Burns et
al., 2004) proposed a model which was later expanded by Groccia and Hunter (2012, as cited
in Groccia, 2018). Figure 1 presents the model reflecting student engagement encompassing
learning behaviors and various campus-based activities within and beyond the classroom.

Figure 1. Student engagement model (Burns et al., 2004; Groccia & Hunter, 2012, as cited in
Groccia, 2018, p. 15)
This concept of student engagement in the model illustrated in Figure 1 puts forth how
learners can be engaged during their academic experience, through teaching and learning,
and through research with the community, students, and faculty. Moreover, the model works
on three levels, cognitive, affective, and behavioral, upon which student engagement can
occur within the specified six dimensions. According to the model, engagement with faculty
and staff can be boosted by creating opportunities both in and outside of the class. To
enhance engagement with other learners, it is first necessary to help students build
community with others in various facilities, such as through learning teams or academic clubs.

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It is therefore essential to help students participate in teaching activities and to conduct
undergraduate research activities (Groccia, 2018).
The theoretical framework of the current study is based on Groccia and Hunter’s (2012,
as cited in Groccia, 2018) conception of student engagement. By integrating the theoretical
framework and research base regarding the importance of teachers’ communication skills and
empathic tendencies in the classroom, the current study focuses on the impact of the
Effective Communication course with enhanced student engagement. According to the self-
determination theory, student engagement is a vital construct that needs to be facilitated by
nurturing students’ inner motivational resources in order to realize positive learning
outcomes. These outcomes are not limited to academic achievement since high-quality
student engagement contributes to the relationships in the classroom by enhancing the flow
of instruction and responsiveness of the learning environment (Reeve, 2012). Thereby,
although academic engagement is vital to academic achievement, individuals also engage in
social interactions in the school, indicating that engagement includes both academic and
social school contexts (Wang & Hofkens, 2020). Within this framework, the current study
reasons that preservice teachers’ communication skills and emphatic tendencies could be
enhanced by enhancing student engagement in the Effective Communication course. The
current study therefore aims to investigate the impact of the Effective Communication course
with enhanced student engagement on the communication skills and empathic tendency
levels of preservice teachers. In line with this primary objective, the study sought to answer to
the following research questions:
(1) Does a significant difference exist between pretest and posttest scores in terms of
communication skills of preservice teachers?
(2) Does a significant difference exist between pretest and posttest scores in terms of
empathic tendency levels of preservice teachers?
(3) What are the opinions of preservice teachers about the impact of the Effective
Communication course with enhanced student engagement?
(4) What are preservice teachers’ suggestions for the Effective Communication course?

2. METHOD
To examine the impact of the Effective Communication course with enhanced student
engagement on preservice teachers’ communication skills and empathic tendencies, the
current study adopted the embedded mixed-methods design, in which one or more forms of
data are nested within a larger design (Creswell, 2014). The study was based on the one-
group pretest–posttest design, whereby a single group was measured both before and after
being exposed to the treatment (Fraenkel & Wallen, 2003). Within the experiment of the
study, qualitative data were collected after the experiment had concluded. The independent
variable of the study was the 14 weeks of the Effective Communication course with enhanced
student engagement, whereas the dependent variables were the communication skills and
empathic tendency levels of preservice teachers.
2.1. Participants
The study group consisted of 70 preservice teachers enrolled to the Department of
Foreign Language Education at a public university in Turkey for the 2019-2020 academic year.
The study group was chosen using the criterion sampling method, one of the purposive
sampling methods, whereby participants were selected according to predetermined criteria
(Gezer, 2021) of having been enrolled to the Effective Communication course. Two distinct

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Çelik and Alpan | 40
experimental groups were formed, which were composed of 34 and 36 preservice teachers
taking the Effective Communication course.
2.2. Instruments
The Communication Skills Evaluation Scale (CSES), Empathic Tendency Scale (ETS), and an
open-ended questions form were used to collect the study’s data.
2.2.1. Communication Skills Evaluation Scale (CSES)
The CSES was developed by Korkut (1996) to evaluate the preservice teachers’
communication skills at the individual level. The scale is formed as a 5-point, Likert-type scale
composed of 25 items. The minimum score for the scale is 25, while the maximum is 125.
Higher scores obtained from the CSES indicate that the participant perceives themself to be
successful in their communication. In the scale’s development process, an item pool was first
developed, and following inter-item analysis, the number of items was reduced to 25. The
test-retest reliability was found to be .76, and the Cronbach alpha coefficient was .80. The
results showed that the scale could be used to collect data to evaluate individuals’
perceptions regarding their communication skills. For the current study, the Cronbach alpha
coefficient was calculated as .88 and .91, respectively, for the pretest and posttest data.
2.2.2. Empathic Tendency Scale (ETS)
The ETS was developed by Dökmen (1988) to evaluate individuals’ potential to develop
empathy in their daily lives. The ETS is formed as a 5-point, Likert-type scale composed of 20
items. The scale has eight negative items (3, 6, 7, 8, 11, 12, 13, and 14), a minimum score of
20, and a maximum of 100. An individual’s total score indicates their empathic tendency, with
higher scores indicating a higher level of empathic tendency. Reliability analysis performed
during the scale’s development showed that the test–retest correlation coefficient was .82
and that the split–half test correlation was .86. For validity, correlation between scores
obtained from ETS and the “understanding emotions” part of the Edwards Personal
Preference Schedule were calculated. Correlation between the two scores was found to be
.68. The Cronbach’s alpha coefficient for the ETS were .65 and .71, respectively, for the
current study’s pretest and posttest data.
2.2.3. Open-Ended Questions Form
The qualitative data of the current study were collected through an open-ended
questions form which was developed by the researchers to identify the preservice teachers’
opinions about the Effective Communication course conducted with enhanced student
engagement. The form was prepared based on the literature and revised according to expert
feedback. The final version consisted of three open-ended questions:
(1) How would you evaluate the Effective Communication course? What do you think
about the contributions of the course? Did you notice any difference between your
capacity before and after taking the course? How would you explain this difference (if
any)?
(2) How would you evaluate the content and process of the Effective Communication
course in terms of its contributions?
(3) What are your suggestions regarding the Effective Communication course in the
future?
2.3. Procedures
After the required ethical and official permissions were obtained to apply the data
collection tools, the preservice teachers, having been determined based on the criterion

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Çelik and Alpan | 41
sampling method, were informed about the aim and voluntary nature of the research. A total
of 78 preservice teachers agreed to participate in the study. However, data from eight of the
participants, who had only completed or partially completed either the pretest or posttest,
were excluded from the analysis. In order to collect data from the experimental process, the
preservice teachers were given the data collection tools prior to and also following their
participation in the Effective Communication course. The participants each completed the
data collection tools anonymously, and the pretest and posttest procedures each took
approximately 35-40 minutes. The open-ended questions form was administered to
preservice teachers as part of the posttest.
The Effective Communication course was a compulsory element of the curriculum during
the 2019-2020 fall semester. It consisted of three 50-minute lectures each week for a total of
14 weeks. The course content included the definition of interpersonal communication,
communication models, components and characteristics of communication, effective
communication and feedback, factors that facilitate or hinder communication, the role and
use of emotions in communication, conflict and resolution in communication, important
points in communication with teachers, students, and families, and communication practices
(Yükseköğretim Kurulu *Turkish Higher Education Council+, 2007). The course was conducted
according to a specific plan for each week. The overall aim of the course was to enhance the
preservice teachers’ readiness and motivation for the course and to increase their cognitive,
affective, and behavioral engagement during teaching, learning, and research with the
community, students, faculty, and staff. A sample course plan that was prepared based on the
model of Groccia and Hunter (2012, as cited in Groccia, 2018) is presented in Figure 2.

Figure 2. Sample course plan

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For each week of the 14-week course, the preservice teachers were informed in advance
about the upcoming week’s course content and were tasked with preparing an activity. The
preservice teachers were instructed to look beyond simply understanding and presenting the
next week’s content; instead, they were tasked with preparing creative and innovative
classroom activities and discussions through collaboratively working in groups of three. Each
week’s lesson started with the activities prepared by the preservice teachers, followed by the
instructor’s presentation and summary regarding the week’s content. The weekly course plan
is presented in Figure 3.

Figure 3. Experimental procedure


2.4. Data Analysis
The quantitative data were analyzed based on descriptive statistics and paired sample t-
tests. To prepare the data for analysis, scans were conducted for incorrect or missing data.
The level of missing data was found to be less than 10%, indicating that any imputation
method could be utilized (Hair et al., 2010). Therefore, serial averages were assigned for any
instances of missing data. In order to determine the statistical methods for data analysis,
normal distribution was checked as an assumption of paired samples t-test. For performing a
paired samples t-test, both measures of the dependent variable should be normally
distributed (Taşpınar, 2017). Normality was checked through skewness and kurtosis values

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Çelik and Alpan | 43
and calculated z-scores. Skewness and kurtosis values that were between −1 and +1 and z-
scores that did not exceed the value of 1.96 (at p < .05) were accepted as indicators of normal
distribution (Field, 2009; Morgan et al., 2004).
As can be seen from Table 1, the pretest and posttest scores obtained from the CSES and
ETS revealed normal distribution (p > .05). Hence, paired samples t-tests were performed to
examine the impact of the treatment by comparing the mean pretest and posttest scores in
terms of the preservice teachers’ communication skills and empathic tendency levels. To this
end, the statistical hypotheses for the first sub-problem were formulated as follows:
H0 There is no significant difference between pretest and posttest scores in terms of the
preservice teachers’ communication skills.
H1 There is a significant difference between pretest and posttest scores in terms of the
preservice teachers’ communication skills.
The statistical hypotheses for the second sub-problem were formulated as follows:
H0 There is no significant difference between pretest and posttest scores in terms of the
preservice teachers’ empathic tendency levels.
H1 There is a significant difference between pretest and posttest scores in terms of the
preservice teachers’ empathic tendency levels.
Based on the paired samples t-test results, the null hypotheses (H0) were rejected, whilst
the alternative (H1) hypotheses were accepted at the significance level of .05. Cohen’s d was
calculated as the effect size index where the difference was shown to be significant. Index
values of .2, .5, and .8 indicated small, medium, and large effect sizes, respectively (Cohen,
1988).

Table 1. Results for normality


Scale Test Skewness SE z-score Kurtosis SE z-score
Pretest -.439 .287 -1.530 .65 .566 1.148
CSES
Posttest -.072 .287 -0.251 -.015 .566 -0.027
Pretest .163 .287 0.568 .368 .566 0.650
ETS
Posttest .242 .287 0.843 -.253 .566 -0.447

For the qualitative data analysis, content analysis was performed to group similar data
according to concepts and themes, and the data were interpreted through its organization in
an understandable way. Data were analyzed according to the following steps: coding,
generating themes, organizing codes and themes, and defining and interpreting findings
(Yıldırım & Şimşek, 2011). After the researchers had each individually created codes and
themes, they were compared and organized to ensure consistency for the purpose of the
study’s dependability. The findings were defined and presented in tabular format with sample
answers using codes in order to preserve the participants’ anonymity.

3. RESULTS
In line with the first and second sub-problems of the study, the paired samples t-test was
performed to investigate whether or not the preservice teachers’ communication skills and
empathic tendency levels significantly differed prior to and following completion of the

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Çelik and Alpan | 44
Effective Communication course with enhanced student engagement. Table 2 presents the
results of the t-test.

Table 2. Paired samples t-test results for differences between pretest and posttest scores
Variable Test n S df t p d
Pretest 70 102.23 9.72
Communication skills 69 -1.690 .10 -
Posttest 70 105.06 9.93
Pretest 70 70.15 7.11
Empathic tendency 69 -2.249 .03 .40
Posttest 70 72.95 7.01

As Table 2 shows, the preservice teachers’ posttest scores ( = 105.06) were higher than
their pretest scores ( = 102.23) in terms of communication skills. Although their
communication skills had increased by the end of the course, the difference between their
pretest and posttest scores was not found to be statistically significant (t(69) = -1.690 p > .05).
Based on the maximum and minimum scores obtainable from the scale, it was determined
that the preservice teachers’ level in terms of communication skills was “high” prior to taking
the course, whilst their level was much closer to “quite high” after having attended the
course.
Findings concerning the participants’ empathic tendency indicate that their posttest
scores ( = 72.95) were higher than their pretest scores ( = 70.15), and that the difference
(t(69) = -2.249, p < .05) was found to be statistically significant. Cohen’s d was calculated to
interpret the effect size and was found to be small. Based on the maximum and minimum
scores for the scale, the preservice teachers’ empathic tendency level was shown to be “high”
both before and after taking the course.
In line with the third sub-problem of the study, qualitative data were analyzed to examine
the participant preservice teachers’ opinions on the impact of the Effective Communication
course carried out with enhanced student engagement. The findings are presented in Table 3.

Table 3. Opinions on the impact of the course


Code n
Course had a significant influence 67
Course had no impact 3

The findings showed that 67 of the preservice teachers believed that the Effective
Communication course had a significant impact on them, while three of them believed that
the course did not make any difference. The expressions written by some of the participant
preservice teachers regarding the effectiveness of the course are as follows:
I think the course positively influenced me as I realized my mistakes in my daily
life. I now understand how behaviors that seem to be unimportant can influence
our lives. The course had such a real effect on me that my behaviors changed. The
course contributed to my personal development. (Preservice teacher [PST]-17)
The course created a difference. My point of view towards life and people has
changed. I believe that I gained experience about life and also about others. I
learned how effective communication is established and maintained. (PST-31)

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Çelik and Alpan | 45
The participants who believed that the course had not significantly impacted them
indicated that the course content was composed of everyday knowledge and skills. Two of the
preservice teachers’ views on this are as follows:
The course did not result in a difference for me because before taking the course,
I was able to reasonably distinguish between what might be right and wrong in
terms of communication and acted accordingly. (PST-19)
It was like a repetition of the events, feelings, and behaviors that we encounter on
a daily basis. Although the course contributed in terms of activities in the class
and student-teacher communication, I did not see much difference from my own
perspective. (PST-29)
A summary of the preservice teachers’ opinions regarding the contributions of the course
are presented in Table 4. The results show that the contributions of the course could be
examined under the categories of knowledge, attitude, and skills developed within the
course.

Table 4. Opinions regarding course contributions


Category Code n
Knowledge Teacher-student communication 21
Teacher-parent communication 7
Body language 7
Student-parent communication 4
Attitude Increased awareness 14
Different point of view 7
Less prejudice 6
More self-confidence 5
More tolerance 1
More motivation to be a teacher 1
More self esteem 1
Skill Identifying communication mistakes 11
Listening with empathy 6
Expressing myself 6
Effective listening 5

Table 4 indicates that according to the preservice teachers, the Effective Communication
course contributed the most to their knowledge about communication. Within this
framework, their knowledge regarding teacher and student communication was the most
frequently highlighted contribution of the course. Two of the participants’ opinions are as
follows:
This was the most productive and enjoyable pedagogy course I’ve ever taken. It
answered the question, ‘How can I be more constructive in communication?’, and
I also learned what body language and gestures mean in communication. (PST-30)

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Considering that we will soon be educators ourselves, it was a very useful course.
We covered every aspect of communication and learned a lot about
communication that we hadn’t already known. The course certainly made a huge
contribution to me. (PST-49)
The preservice teachers who focused on course contributions in terms of their attitude
emphasized changes in their awareness and point of view. They also highlighted that their
prejudices decreased whilst their self-confidence in communication increased. The following
two statements are examples of the preservice teachers’ opinions:
I realized that I used to be more biased toward people, but now I’m trying to
overcome my prejudices. (PST-45)
For a teacher to do their job best, they must communicate well with their
students and understand them. The course taught us how to do this. Before
taking the course, I was unaware of how communication influences our lives, but
thanks to this course, I now realize how important it can be. (PST-65)
According to the participant preservice teachers, the skills they acquired or improved
during the course were identifying communication mistakes, listening with empathy, self-
expression, and effective listening. Some of their opinions on this are as follows:
A good teacher communicates effectively and makes the lesson effective.
Considering this, the Effective Communication course is both unavoidable and
essential for education faculty. I can now express my thoughts and feelings more
easily and can empathize more after having taken the course. (PST-44)
Now I can communicate more effectively, and have also come to realize that
communication is not a one-way but a two-way, mutual process. (PST-55)
Table 5 presents the preservice teachers’ opinions on the components of the Effective
Communication course that they considered beneficial to their development, considering the
effect and contributions of the course.

Table 5. Opinions regarding effective course components


Code n Code n
Student activities 57 Videos 19
Content 39 Images (pictures, cartoons etc.) 13
Examples 30 Instructor’s attitudes 13
Instructor’s presentations 24 Drama 8

The participants’ evaluation of the Effective Communication course indicated that


activities were the most frequently emphasized component that enhanced their own
capacities. They believed that the activities helped them prepare for the weekly course
content, gave them opportunity to be active, made the course more enjoyable, and made the
content more understandable and easy to remember. The course content and the examples
used by the instructor during instruction were also considered beneficial components of the
course. The preservice teachers also regarded the instructor’s presentations as having been
well-prepared and effective, with useful and interesting videos and images used during their
instruction. Some of the preservice teachers emphasized the instructor’s attitudes and
approach, both to them as student teachers and also to the course. Drama was also one

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Çelik and Alpan | 47
component that was considered the most effective in terms of their communication skills
enhancement. The following are some of their sample statements:
The course content was quite related to the events we encounter daily, so it had a
remarkable aspect. The course was full of examples. Since it is a factor affecting
retention, the examples our teacher gave, and citing events from her own life
were important factors that helped me stay focused on the lesson. As the
activities we prepared were preliminary preparation for the upcoming lecture,
and were supported with role play and drama, the course became more
enjoyable. (PST-43)
The content was understandable and necessary. Since the examples were
plentiful, the course was conducted effectively. Our instructor’s enthusiasm and
willingness resulted in a positive impact. Since the activities were related to the
subject, the topics were easier to understand and remember. (PST-50)
My activity study was enjoyable, and through these activities it became easier to
remember things we had learned. The instructor gave real-life examples, which
was a reason for me to attend the class with pleasure. (PST-62)
The design of the course was very effective. We learned by having fun, and
therefore without getting bored. Our instructor explained the topics to us very
clearly, communicating well with us, and making the lesson enjoyable. Having to
perform in front of a group also helped us in terms of our own self-confidence.
The course content has also helped since it contributed to our communication,
which is the most important thing in this profession. (PST-65)
In line with the fourth sub-problem of the study, preservice teachers’ suggestions for the
Effective Communication course were investigated. As presented in Table 6, the suggestions
were examined under three categories; the course’s process, content, and evaluation.

Table 6. Preservice teachers’ suggestions about the course


Category Code n
Process Preservice teachers should be more active 5
Drama should be used more frequently 3
Presentations should be made prior to student activities 2
All preservice teacher course attendees should make short videos 2
In-class discussions should be used more frequently 2
Extracurricular activities should be used 2
Problem-based activities should be used 1
Research-based activities should be used 1
There should be more material development studies 1
There should be more group work 1
Content There should be more theoretical knowledge 3
There should be more emphasis on student-teacher communication 1
Evaluation Peer evaluation should include both written and oral form 1
Self-critique and self-reflection should be used 1

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Considering findings about these suggestions, it can be asserted that the participants
mostly focused on the process of the course. They believed that those taking the course
needed to be more active in order to achieve better learning outcomes. They also found
drama to be effective and suggested that it be used more frequently during the course. Some
of the preservice teachers criticized the order of course activities and suggested that it would
be more useful to listen to the instructor’s presentation before undertaking the student
activities. Moreover, some of the participants also suggested that all preservice teachers
should be required to prepare short videos, and that in-class discussions and extracurricular
activities should be used more frequently. In terms of the course content, the participant
preservice teachers indicated that it would be more beneficial if there was more theoretical
knowledge included in the course. One participant pointed to more theoretical knowledge
about student-teacher communication. Regarding evaluation, the preservice teachers
suggested that there may be opportunities for peer evaluation, self-criticism, and for
reflection as ways to further improve their communication capacity. Some sample statements
on this are as follows:
In class, students may be asked to use videos in their presentations, and in-class
discussions may be used to increase student participation. If interesting topics are
used in these types of activities, the students will naturally participate more
willingly. (PST-45)
There could be some time set aside for self-criticism and discussion about the
course content. (PST-58)
The activities conducted by the students could be increased. Apart from those
prepared by the students related to the subject, additional activities could also be
included. In this way, the student’s attention can be completely focused on the
course. (PST-59)
Overall, the results of the current research have shown that the quantitative and
qualitative data provided parallel and consistent results. The participant preservice teachers’
opinions about the contributions and the instructional process and their suggestions for the
course indicated that they were generally content with the Effective Communication course.
It was evident that the course conducted with enhanced student engagement contributed to
the preservice teachers’ capacity in terms of empathy and communication. Concerning the
level of this contribution, it may be asserted that the impact of the course was statistically
significant for empathic tendency levels, but was not significant for communication skills. The
significant impact of the course on empathic tendency levels can also be deduced from the
participant preservice teachers’ opinions noted on the contributions of the course. Although
there was no direct or frequent focus on the concept of “empathy” in the preservice
teachers’ recorded opinions, analysis of the most frequently emphasized contributions of the
course revealed that most were concerned with the crucial knowledge, skills, and attitudes
for the development of empathy. In order to improve empathic tendency levels, it is
important to learn about teacher-student, teacher-parent, and student-parent
communication, to become aware of the characteristics of communication, adopt different
viewpoints, have fewer prejudices and more tolerance, and to express oneself and listen
more effectively, which also substantially correspond to the items of the ETS.

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Çelik and Alpan | 49
4. RESULTS, DISCUSSION, AND CONCLUSION
The current study evaluated the impact of Turkey’s education faculty Effective
Communication course delivered with enhanced student engagement on the communication
skills and empathic tendency levels of preservice teachers. The results showed that the
difference between the participants’ pretest and posttest scores in terms of empathic
tendency was statistically significant, which indicates that the Effective Communication
course with enhanced student engagement significantly influenced the preservice teachers’
empathic tendency levels. This finding concurs with that of Karahan et al. (2006), who
determined that the empathic skill levels of preservice teachers before and after attending a
Human Relations and Communication course were significantly different. On the other hand,
the current study showed that although the level of the preservice teachers’ communication
skills at the end of the course were higher than prior to its start, the difference between the
pretest and posttest scores was not found to be statistically significant. This can be said to be
a finding consistent with that of Yarar-Kaptan and Oğuz (2011), who also indicated that the
Effective Communication course did not significantly impact preservice teachers’
communication skills. Similarly, Yüksel-Şahin (1998) found that the communication skills of
students who attended a communication skills training program were higher than those who
had not. In another study with comparable findings, Elkatmış (2015) reported a significant
difference having been established between the communication skills of preservice teachers
before and after taking the Turkish I: Written Expression and Turkish II: Spoken Expression
and Effective Communication courses. Furthermore, Arslan et al. (2010) evaluated the impact
of communication skills education integrated with creative drama, and found that preservice
teachers’ communication skills were enhanced when developed through creative drama.
The current study’s results indicated that the preservice teachers’ communication skills
and empathic tendency levels were high prior to attending the Effective Communication
course. After having taken the course, their level of empathic tendency was still found to be
“high,” whereas their communication skills were much closer to the level of “quite high.”
These findings parallel some of the previous research that also determined preservice
teachers’ communication skills (Beyaz, 2022; Çuhadar et al., 2014; Günönü-Kurt, 2019; Ocak
& Erşen, 2015) and empathic tendency levels (Beyaz, 2016; Kula & Akbulut, 2020; Pala, 2008;
Yaşar & Erol, 2015; Yılmaz & Akyel, 2008) to be high. Such findings indicate the need for
enhanced communication and empathy, particularly within the teaching profession (Engin &
Genç, 2015; Pala, 2008). It is reasonable, therefore, to view the preservice teachers’ high
levels as promising since both communication and empathy are crucial components of the
teaching and learning process. However, considering the uniqueness of the teaching
profession, it is worth noting that teachers’ capacity for communication and empathy levels
need to be enhanced in order to achieve better learning outcomes.
According to the analysis of the qualitative data, most of the preservice teachers in the
current study believed that the course they attended was effective since it contributed to
their knowledge regarding essential communication components between students, teachers,
and parents, who are the key stakeholders of the education system. The course also increased
the participant preservice teachers’ awareness and self-confidence, helped them to evaluate
communication processes from a different perspective, and to realize and overcome their
prejudices. These results parallel those of Mersin (2017), who investigated students’ views of
a communication course. According to the opinions analyzed in that study, the participant
students believed that after having taken the course, their viewpoints about people changed,

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Çelik and Alpan | 50
and that they were able to overcome their prejudices which were regarded as an important
reason for conflicts in communication (Mersin, 2017).
The current study’s preservice teachers’ opinions related to the contributions of the
course and the process, content, and evaluation in the instructional process were evaluated
based on the student engagement model of Groccia and Hunter (2012, as cited in Groccia,
2018). On this, it may be asserted that student engagement occurred on all levels depicted in
the conception of student engagement in the model, since the preservice teachers indicated
that the course contributed to their development in terms of knowledge, attitude, and skills.
On the course, the preservice teachers were engaged in all six dimensions of the model,
including teaching, learning, and research with the community, students, faculty, and staff.
They were also included in a wide range of activities with the help of the course instructor
and performed specific tasks by researching the given topic each week. From this, the
students built effective relationships with their other members, their classmates, course
instructor, the community, and the faculty in their preparation of activities as required for the
course.
Overall, the results of the current study offer certain implications for practice and
research in teacher training. The findings demonstrate that although the Effective
Communication course with enhanced student engagement improved both the participants’
communication skills and empathic tendency levels, its effect on communication was not
found to be significant, and was small in terms of their empathic tendency levels. Hence, it
can be concluded that the Effective Communication course and the level of student
engagement may not be sufficient to optimize the communication skills and empathic
tendency levels of future teachers. However, it should be noted that student engagement is a
multidimensional and complex concept that may occur on cognitive, affective, and behavioral
levels. That is, students should engage with the learning process on behavioral, affective, and
cognitive levels in order for better learning outcomes to be realized. On the other hand,
learners can engage positively along one or more of the three dimensions of engagement
whilst engaging negatively along others (Groccia, 2018). Therefore, it can be concluded that a
need exists for further investigation into the level of student engagement, and to how and to
what extent these levels can influence learning outcomes. As in the case of academic
achievement, social and emotional outcomes of student engagement should be investigated.
By adopting the self-determination theory, some studies have investigated the role of
engagement on academic achievement (Schnitzler et al., 2021), whilst others have opted to
examine how students’ social skills and relationships in the classroom influence student
engagement (Kiema-Junes et al., 2020; Mallik, 2023). As such, the influence of student
engagement on learners’ social and emotional skills needs to be sought based on empirical
data.
The results can also be partially associated with the course design, as the limited number
of suggestions offered by some of the participant preservice teachers indicated. Although the
course was designed as a learner-centered course that aimed to utilize the potential of
student engagement to achieve the objectives of the course, due to the insufficient time, it
was mainly delivered as a theoretical course. Instead, it could be more beneficial if the course
also offered preservice teachers planned opportunities to reflect critically on their
communication skills and empathic tendencies towards fostering these skills. The course
would perhaps be more effective if the content were integrated with reflections and personal
experiences of the preservice teachers attending the course. Additionally, more emphasis
could be placed on the more frequent use of student-centered in-class activities, such as role-

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Çelik and Alpan | 51
playing with peers and using video models that can contribute to the students’
communication skills (Gartmeier et al., 2015). Furthermore, the tone of the syllabus and
course policies could be arranged to communicate empathy and to better reflect the
instructor’s understanding of their students. Therefore, the course syllabus and policies for
course assignments and exams could be used as a tool to develop the empathy of preservice
teachers (Meyers et al., 2019).
Finally, the Effective Communication course lasted for a single semester (14 weeks), and
the frequency of suggestions put forward by the participants indicates that many of them felt
contentment with the current course content and design. Hence, apart from the design of the
course itself, considering that the time was insufficient to create a better and more significant
impact on the attending preservice teachers, it could also be suggested that the number of
courses that aim to boost preservice teachers’ capacity in communication and empathy could
be increased within undergraduate teacher training programs.
In terms of the limitations, it should be noted that the current study measured a single
group based on the single-group pretest–posttest design. In order to enrich students’
activities and experiences during the semester-long course, two groups attending the
Effective Communication course were included in the experimental group. If two more groups
had also taken the same course at the same time, they could have formed a control group for
the study. Research employing true experimental designs could also provide deeper analysis
and additional insight based on the inclusion of both experimental and control groups. Based
on the results of a control group, i.e., one that did not aim to enhance student engagement,
the true influence of the treatment would be more clearly identifiable. Additionally, there
may also be merit in investigating the effects of different treatments on communication and
empathy in teacher training. Therefore, further research is necessary which aims to test
which types of coursework and course activities used in teacher training programs may best
foster preservice teachers’ communication skills and empathic tendencies.

DECLARATIONS
Author Contributions: The authors contributed equally to the study.
Conflicts of Interest: The authors declare no potential for conflict of interest with respect to
the research, authorship, and/or publication of the article.
Funding: No funding was received for the research, authorship, and/or publication of the
article.
Ethical Approval: Ethical procedures for research performed with human subjects were
undertaken in accordance with the IRB (International Review Board) guidelines. The process
was conducted considering the participants’ voluntariness, anonymity, and informed consent.
Data Availability Statement: The data that supports the findings of this study are available
from the corresponding author upon request.
Acknowledgments: None.

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ABOUT THE CONTRIBUTORS


Özge Ceren Çelik: Department of Educational Sciences, Gazi Faculty of Education, Gazi
University, Ankara, Turkey.
Email: ocerencelik@gazi.edu.tr
ORCID ID: http://orcid.org/0000-0003-3280-0654

Gülgün Alpan: Department of Educational Sciences, Gazi Faculty of Education, Gazi University,
Ankara, Turkey.
Email: bangir@gazi.edu.tr
ORCID ID: http://orcid.org/0000-0003-4652-7652

Publisher’s Note: ÜNİVERSİTEPARK Limited remains neutral with regard to jurisdictional claims in published
maps and institutional affiliations.

Ed Process Int J | 2023 | 12(2): 33-58.

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