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.

Many people in the twenty-first century are familiar with technology. The Education? Ministry of the Kingdom of Cambodia has also included ICT subjects in the school curriculum. However, due to the lack of preparation, many Cambodian teachers, especially those living in the countryside, face many challenges with ICT applications and seem unprepared to use ICT in their teaching. The current study employed a quantitative method through survey techniques. It aimed to examine Cambodian teachers' perceptions of ICT use in the classroom, the level of training on ICT, and the challenges of technical support and ICT infrastructure in schools. 109 teachers (25 females) were asked to participate in the study. The results show that all the teachers had a positive attitude toward using ICT in teaching. Although most of them are confident in their ability to use ICT, less than half use it in their teaching. The result also shows that most teachers received training on using ICT, but they possessed only basic computer skills. Most of them reported that having poor access to computers and the internet was their main challenge. Future studies should be conducted using a qualitative or mixed-methods design with similar topics. The study regarding the challenges of implementing an ICT school curriculum provided by MoEYS is also recommended.

Over the last decade, English debates have become very popular in Cambodia. Most students with experience debating in English tend to have good English-speaking skills. It is interesting to learn more about the effect of debating in English on these students’ English language skills. Thus, this research paper aims to look into the debate's impact on the English language speaking skills of English as a Foreign Language (EFL) university students who have participated in debate competitions in Cambodia. It was a case study at The University of Cambodia (UC). The qualitative approach was used, and the total participants in the study were ten undergraduate students who participated in a debate competition in the English language in Phnom Penh, Cambodia. The study results showed that the respondents positively perceived a debate. They reported that debate improved their English language speaking skills. In conclusion, the debate has positively impacted my speaking performance and other critical thinking skills. Therefore, it should be added to the university's program as an extracurricular activity.

The current study explores the motivational factors behind acquiring shadow education in Cambodia. We adopted documentary design, which is one of the qualitative methods. We collected relevant documents on shadowing in Cambodia and analyzed them qualitatively using the proposed content analysis. This study indicated that the leading motivational factors behind acquiring extra education in Cambodia were students' grades and overemphasis on examinations, school quality, teacher economic benefits, or teacher corruption. The findings from these studies could be used to discuss and generalize the motivational factors behind acquiring shadow education in the Cambodian educational context. Along with the existing shadow education, causing difficulty for the poor, the Royal Government of Cambodia and the Ministry of Education, Youth and Sports (MoEYS) have taken measures to eliminate this type of education by turning some schools into New Generation Schools (NGS).