Impacts of the COERR Writing Project on Cambodian Students’ Attitudes and Writing Performance

Chan, Hum

doi:10.11648/j.ijll.20160403.17

Cited by 3 publications

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“…As a result, Keuk (2009) argues that over 90% of foreigners communicating with Cambodians in English may experience significant misunderstandings due to intelligibility of pronunciation, word choices, grammar and cultural differences. Further, Chan and Srun (2016) point out that there has been a lack of accuracy and proficiency in writing among Cambodian EFL learners. D'Amico ( 2009) and the United Nations Development Program (UNDP) (2011) emphasize that the English skills attained by Cambodian graduates are limited.…”

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confidence: 99%

Cambodian Efl Students’ Investment in Learning English: Perspectives and Practices

Chan

2018

TEFLIN

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This article reports on a case study that explored the perspectives and practices of Cambodian EFL students regarding their investment in learning English at the University of Battambang (UBB), Cambodia. The study specifically investigated how the students perceived the role that learning English played in their lives. The study also examined community practices surrounding the learning of English amongst these Cambodian university students. A mixed method approach was employed to collect data in two stages. First, a survey was administered to a random selection of 80 university students. Then, four intensive group interviews were undertaken with a total of 20 students purposively selected through a theoretical sampling. Quan- titative data from the survey was computerized and analyzed using SPSS while the qualitative data obtained from the intensive interviews was coded and interpreted to compare its similarities and differences with statistical data for generating theory. Findings of the study indicate that English has empowered Cambodian learners’ perspectives to invest in EFL study as a means for improving their quality of life, gaining better positions, and advancing their salary and social status, which may, in turn, affect their identities and capital.

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Cambodian Efl Students’ Investment in Learning English: Perspectives and Practices

Chan

2018

TEFLIN

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“…Overall, no studies have been done on the focus of improving ELF writing accuracy through an AR project. Thus, this study was carried out to fill this void, and in response to a call from Chan and Sotith (2016) that Cambodian EFL students often achieve a poor performance in writing, both in grammatical structures and language use, despite having received formal writing instructions over many years. They suggested that this problem needs to be further explored.…”

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confidence: 99%

Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

Chan

2021

J. Eng. Foreign. Lang.

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Research of conference feedback on EFL students' writing accuracy is a vital issue; however, it has never been conducted in Cambodia. This study was carried out to fill this void by investigating conference feedback to improve students' writing accuracy in four categories: semantic, grammatical, mechanic, and lexical features. It also explored the students' perceptions of the feedback in the context of EFL writing class. One class, with twelve students, from 18 to 25 years of age, with a ratio of 8:4 women: men, was purposively chosen for the study which was designed in two cycles, each with eight steps. Data were collected from the writing tests, writing assignments, students' self-evaluation survey, and focus-group discussions. Findings revealed that conference feedback had improved students' writing skills by allowing them to use correct grammar and expressions. The feedback has also developed students' engagement in the writing process. It also proposed a pedagogical implication that effective feedback through a conference approach depends to a great extent on the knowledge and experience of the teacher, classroom resources, and interactions between the teacher and the student.

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“…Lastly, in the past years, there have been empirical studies conducted on English proficiency in terms of its macro skills to contribute to English learning and teaching in Cambodia. Be that as it may, most studies dealt with writing, listening, and speaking (Chan & Srun, 2016;Hong, 2009;Leaph, 2020;Roth & Suppasetseree, 2016;Yin & Chinokul, 2018). There has been, however, little empirical research done in the area of EFL reading literacy in the Cambodian context, despite its importance in English language development.…”

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confidence: 99%

Digital storytelling for Cambodian undergraduate students’ EFL reading and digital literacy

Hon¹

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The objectives of the study were threefold: (1) to investigate the effect of Digital Storytelling on Cambodian Undergraduate Students’ English reading ability, (2) to explore Cambodian Undergraduate Students’ perception on their digital literacy after participating in Digital Storytelling, (3) to explore Cambodian Undergraduate Students’ perceptions on Digital Storytelling,. The participants of the study were English-majored students (n = 18) in the foundation year from the School of Foreign languages (SFL) at the University of Cambodia (UC). Both qualitative and quantitative data were collected. For the first research objective, a Wilcoxon Signed Rank test was implemented to determine the difference between the pre-and post-English tests, followed by the effect-size calculation. For the second research objective, descriptive statistics, content analysis, and Friedman’s test were used. For the third research objective, content analysis was utilized. The results of the study showed that the post-test scores of the students from the English reading test were higher than the pretest scores of the students at a significant level (p < .05) with a large effect size of 0.69. Furthermore, After participating in Digital Storytelling, the student had positive perceptions toward their digital literacy. In general, they held positive perceptions toward Digital Storytelling.

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Impacts of the COERR Writing Project on Cambodian Students’ Attitudes and Writing Performance

Cited by 3 publications

References 13 publications

Cambodian Efl Students’ Investment in Learning English: Perspectives and Practices

Cambodian Efl Students’ Investment in Learning English: Perspectives and Practices

Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

Digital storytelling for Cambodian undergraduate students’ EFL reading and digital literacy

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