The current study aimed to investigate the common factors affecting speaking fluency of grade 12 English-language students studying in the upper secondary school. The participants were composed of 100 students studying in grade 12 and 10 government teachers of English, teaching in grade 12. In collecting the data, two different groups of participants were asked to fill in two different questionnaires with close-ended questions. The obtained data were quantitatively analysed with SPSS, and descriptive statistics were used to determine the number and percentage of the respondents. As a result, the study discovered that instructional methods and the fear of speaking caused by inhibition and anxiety strongly affected the students’ English-speaking fluency the most, as well as many other subsequent factors. Thus, this study can be useful for teachers of English to reconsider their weaknesses and strengths, to identify their weakness and strength in teaching speaking and ascertain the students’ deficiency and potency in learning to improve their English learning, specifically, speaking skills. The study could also be used to help the teachers better understand their students’ speaking difficulties, and find appropriate ways to teach them efficiently.

Education is the key to building human capital in all countries in the world. Without enough qualified individuals, no country can be properly developed. Therefore, teacher education is essential in all countries. All kinds of development processes emerge from learning and teaching. A teacher is the most important character in building human capital. So, teacher education is even more important. Cambodia has a very long history of education. Education in this country used to reach the top during the Angkor Period and dropped down to zero during the Killing Fields. This article reviews some aspects of education, the formulae of teacher education after year zero, and the challenges of teacher education, and it also suggests some ideas to improve the teacher education process in Cambodia. This research is qualitative research with a documentary study approach. This article shows that education in Cambodia used to peak and fall to zero.

This study presents an overview of a survey on Cambodian Buddhist monk students’ motivation in learning English at Hun Neng Buddhist Primary School, Kampong Cham Town. The study employed a quantitative method. The study aimed to examine the motivation levels of the participants and the difference between intrinsic and extrinsic motivation levels. 93 Buddhist monk students participated in the study. The findings show that the Buddhist monk students were highly motivated to learn English, and it was also reported that they were more extrinsically motivated than intrinsically motivated. The study also recommends that motivation inside and outside the classroom be carefully considered. It is also recommended that future research be conducted with a larger sample size using other statistical analyses at other educational institutions. Qualitative and mixed-methods designs are also recommended.

The COVID-19 pandemic has wreaked havoc on the entire world. While causing massive disruptions, COVID-19 has served as a catalyst for the digital transformation of higher education in Cambodia. This chapter discusses how the pandemic has provided opportunities for the digital transformation of Cambodian higher education. The chapter focuses on opportunities related to blended learning, online continuous professional development, and digital higher education. It also examines key challenges to the digitalization of Cambodian higher education, including limited information and communication technology (ICT) infrastructure and accessibility; limited digital knowledge, skills, and experience; unfavorable attitudes toward online learning; issues with the curriculum and assessment; and a lack of preparedness for ICT-enhanced education. The chapter then discusses the way forward for key stakeholders in higher education in Cambodia to support the momentum for higher education digitalization and further accelerate the digital transformation of Cambodian higher education.

Assessment is inevitable in education. Formative assessment plays a crucial role in enhancing students' learning and performance. With the growing understanding of the role of formative assessment, many countries in the world have considered formative assessment as the primary mechanism of assessment reform in education. In Cambodia, a shift in focus to formative assessment as its assessment reform aimed at enhancing students has been noticed. The present study employed a quantitative method to examine teachers' and learners' perceptions of formative assessment practices in enhancing learning in Cambodian EFL courses. The participants of this study were 30 teachers (3 females) and 50 students ( 22 males). They are teaching and learning English as a Foreign Language. The results revealed that the respondents have a more positive perception of formative assessment. It highlighted a better understanding of formative assessment concepts, purposes, and development strategies. The results also indicated that participants' perceptions about formative assessment enhance learning in EFL courses through various roles of feedback. The results showed that respondents perceived that it is demanded of assessors or teachers to have higher knowledge about formative assessment to assess students in formative ways. Time-consuming was also perceived as a challenge in formative assessment practice. The findings also revealed that participants were more likely to use formative assessment in their EFL courses in the future. Future studies with many participants, mixed method approaches, and cross-disciplinary research in Cambodia should be conducted in either private or public HEIs.