Communicative Competence And Career Preparedness: Strengthening English Skills Among Criminology Interns Through Remedial Intervention

Abstract

This study investigated the relationship between oral communication proficiency and internship readiness among fourth-year criminology students. Anchored in Communication Competence Theory and Social Learning Theory, a mixed-methods research design was employed to assess students' linguistic proficiency and preparedness for real-world professional environments. Findings reveal that while students recognize speaking proficiency as a critical determinant of internship performance, there remains a distinct "knowing-doing" gap between their self-perceived skill levels and the high-stakes communication demands of the criminal justice profession. Statistical analysis indicates a weak positive correlation between speaking proficiency and internship readiness, suggesting that professional preparedness is a multifaceted construct influenced by social, psychological, and institutional factors. Participants expressed a need for structured, experiential learning opportunities, specifically mock assessments and targeted coaching, to mitigate anxiety and improve articulation. Consequently, this study proposes a comprehensive remedial English program. By integrating andragogical teaching practices, peer-mentoring, and technology-enhanced instruction, the program aims to strengthen interns’ workplace communication competence, ensuring they possess the precision and empathy necessary to maintain public trust and professional authority within the field of criminology.