Participation in Teacher Research at a Tertiary Institution in Cambodia

Keuk, Chan Narith

doi:10.5746/leia/15/v6/i1/a4/keuk

Cited by 6 publications

(9 citation statements)

References 11 publications

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“…As language learning strategy has been regarded as one the most crucial factors in second language education (Ortega, 2013;Saville-Troike, 2012;O'Malley & Chamot, 1990;Oxford, 1990), the issue of using language learning strategies remains overlooked by teachers and learners of language in ELT classrooms, especially in Cambodia context. In Cambodia, previous studies have focused on different aspects such as standardized test in language teaching (Kea et al, 2015), teacher research (Keuk, 2015), social awareness (Chan, 2014), and writing feedback (Sou, 2013). However, research on language learners' strategies has gone untouched by the previous studies.…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategies: A Comparative Study of Young and Adolescent Cambodian Learners

Nhem

2019

IJLLS

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Various aspects of second language learning such as motivation, social contexts, personality, learning styles or learning strategies should be taken into consideration when it comes to teaching and learning a new language. in this respect, one of the most overlooked factors is a language learning strategy. Language learners should be aware of “how to learn a language” to be a successful language learner. As language learning strategy has been recognized as the important factor in learning a second language (O'Malley & Chamot, 1990; and Oxford, 1990), this study therefore investigated language learning strategies employed by young and adolescent learners of English in Cambodia context. The data were collected through a questionnaire, developed by Oxford (1990) from 152 students. The findings showed that students mostly used cognitive, metacognitive and social strategies. In addition, when examining if young learners use different learning strategies from adolescent learners, no statistical difference was found, except for two learning strategies, namely, cognitive and compensation strategies used more frequently by young learners.

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Section: Introductionmentioning

confidence: 99%

Language Learning Strategies: A Comparative Study of Young and Adolescent Cambodian Learners

Nhem

2019

IJLLS

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“…The English language was integrated into Cambodia's high school curriculum in the form of a foreign language in 1989 (Tweed & Som, 2015). Since then English has mushroomed across the nation to meet demands and compete with the global job market, particularly in the last several years (Keuk, 2015). This has led many of both private and public institutions to employ English to modernize educational programs.…”

Section: Introductionmentioning

confidence: 99%

The Investigation into Pronunciation Problems Faced by Teacher-Trainees: A Case Study at the National Institute of Education (NIE) in Cambodia

Moeung Phany,

Doung Dara

2024

IJAR

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This study investigates pronunciation challenges among English major -students at National Institute of Education, focusing on segmental and supra-segmental pronunciation issues, contributing factors, and potential remediation strategies. The study employed qualitative approach utilizing research apparatuses adjusted from previous studies. Additionally, ten teacher trainees with at least six years of English language learning background consented to participate in this study, while four lecturers were also incorporated. The findings were identified primarily with labiodental, dental, velar, alveolar, and palatal consonants, and with the monophthong sounds /i:/ and /ɒ/, and diphthongs /eɪ/ and /ɪə/. Factors influencing pronunciation proficiency include inadequate qualified teachers, insufficiently structured language programs, first language interference, and limited access to learning resources, alongside motivational and environmental factors, age, and beliefs. Recommendations for improvement emphasize integrating technology and social media for accessing pronunciation tutorials, extending instructional hours, and encouraging regular English-speaking practices.

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“…Communities of practice at the micro level may be viewed through the engagement of individual teachers in doing research and then sharing their research at their institutions and / or at conferences. In the case of teachers at a university in Phnom Penh, Keuk (2015b) found that more than half of the teachers (58.7%) had engaged in research activities. Taking Rogers' (2003) notion of adoption of innovation into consideration, these teachers have a shared interest in doing research, seeing the benefits that undertaking research may provide to teaching.…”

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confidence: 99%

“…At the meso level, domestic ELT institutions play an important role as intermediaries. These institutions facilitate teacher research activities through creating physical and virtual spaces and opportunities for teachers to undertake, present, and publish research by organizing research activities and events, and providing technical support (e.g., research workshops and training) or in-house journals in addition to research grants (Keuk, 2015a(Keuk, , 2015b. Teachers are able to interact, discuss, exchange, and learn from each other through their research endeavours.…”

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confidence: 99%