Deficiencies Encountered by Pre-service Teachers in Learning English: Challenges and Methodological Perspectives for Developing Productive Skills

English language proficiency has become an essential component of teacher education in response to the growing demand for globally competent educators. Despite years of language instruction, many pre-service teachers continue to experience difficulties in developing productive skills, particularly speaking and writing. These deficiencies reduce their communicative confidence and negatively influence their future professional performance in English language classrooms. The present study examines the major challenges encountered by pre-service teachers in learning English and discusses methodological perspectives for improving productive language skills. The paper analyzes linguistic, psychological, pedagogical, and technological factors influencing language learning and emphasizes the importance of communicative, learner-centered, and action-oriented approaches in teacher education. It is argued that the systematic integration of interactive learning activities, reflective practice, collaborative learning, and digital educational technologies can significantly enhance speaking and writing competence. The study concludes that developing productive skills should be considered one of the primary objectives of English teacher education programs because these skills directly affect future teachers' professional competence and classroom communication.