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.

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).