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All Journal Jurnal Educatio FKIP UNMA JELL (Journal of English Language Learning Journal of Social Knowledge Education (JSKE) ETERNAL: English Teaching Journal
Sarom Mok
Royal University of Phnom Penh
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Ethical Leadership and Governance Quality: Exploring Public Trust and Citizen Participation in Cambodian District Administration Sarom Mok; Sereyrath Em
Journal of Social Knowledge Education (JSKE) Vol. 7 No. 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v7i3.2843

Abstract

Purpose of the study: This study aimed to develop an ethical leadership model for Cambodian district administration and to determine how ethical leadership characteristics inspire and sustain good governance, particularly in relation to honesty, concern for citizens, participation, accountability, transparency, the rule of law, and administrative competence. Methodology: A qualitative case study design was used. Purposive sampling was used to select 25 district administration officials (≥5 years’ service). Data were collected through face-to-face, open-ended interviews (audio-recorded using a digital audio cassette recorder) and document review. The interview guide was adapted from the Ethical Leadership Scale. Khmer transcripts were thematically analyzed using constant comparison and two-cycle coding. Main Findings: Key themes were honesty, concern for people, ethics infrastructure, ethics training, citizen participation, access to information, transparency, accountability, rule of law, competency, and autonomy. Most participants perceived leaders as dishonest (88%) and unconcerned with public interest (80%). All participants emphasized ethics infrastructure, information access, transparency, accountability, and the rule of law (100%). Competency was viewed positively (88%). Ethics training (32%) and autonomy (16%) appeared less frequently but were still identified as important enabling factors. Novelty/Originality of this study: This study contributes to social science literature by examining ethical leadership as a social mechanism that shapes citizen trust, participation, institutional legitimacy, and governance quality within Cambodian district administration. By integrating leadership theory, governance theory, and social trust perspectives, the study provides a contextual understanding of how ethical leadership influences state–society relationships in a developing-country setting.
The Relationship Between Cambodian EFL Students’Attitudes Towards Cooperative Learning Strategies and Their Academic Achievement Hanrith Nou; Sarom Mok; Sothea Lim
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.18577

Abstract

The Cambodian Ministry of Education, Youth, and Sport (MoEYS) prioritizes three key outcomes: enhanced academic achievement, positive student attitudes, and the adoption of cooperative learning as a core pedagogical approach. While previous research in developing countries has explored the field, such as often featured limited sample sizes and short durations, necessitating further research to bridge these gaps. Accordingly, this study investigates the relationship between students’ attitudes toward cooperative learning and academic achievement within the context of New Generation School (NGS) in Cambodia. This explanatory sequential mixed-methods research design was employed to address the research objectives. The convenient sample comprised 422 NGS students from grade 7 and grade 10. Additionally, three teachers and five students were purposefully selected for semi-structured interviews. Data collection instruments included the research for data were of a five-point Likert scale questionnaires and interview protocols, synthesized and developed by this researcher. Quantitative data were analyzed using descriptive and inferential statistics via Statistical Package for the Social Sciences program (henceforth, SPSS), while qualitative data were processed through content analysis. Main Findings: The findings revealed that the NGS students in both grade 7 and 10 possess highly positive attitudes toward cooperative learning, as measured by the ABC (Affective, Behavioral, and Cognitive) model. These attitudes are rooted in the students’ attitudes towards cooperative learning focuses on its value and benefits. Participants particularly valued cooperative learning for its contribution to social and cognitive development, stress reduction, enjoyment, and learning performance, all of which ultimately contribute to better educational outcomes. However, they had some concerns, including time-consuming, conflicting interests, and potential grade drawbacks in terms of their final course grade. Furthermore, Grade 10 students exhibited more favorable attitudes and higher achievement scored compared to grade 7 students. Statistical analysis a significant difference between the two grade levels regarding their emotional engagement with cooperative learning (p = 0.000). Regarding perceived academic performance, the significance value was 0.011 (at the p < 0.05). Qualitative data further confirmed that teachers perceived cooperative learning as valuable instructional strategy fostering students engaged and motivated. The study recommends the broader implementation of cooperative learning frameworks in classrooms and the transforming of educational institutions into learning communities. The study revealed that cooperative learning improves social skills, cognitive growth, and stress reduction, but students are also concerned about efficiency and fairness in grading. Accordingly, this study shed light on the practical and emotional problems of cooperative learning that were generally missed in the literature. The findings would also provide a more complete knowledge of cooperative learning's adoption in education by bridging theoretical advantages and real-world student concerns.
A Semantic Study of Metaphorical Language in Modern Khmer Literature: The Case of Nou Hach’s Phka Sropoun Samnang Pann; Sarom Mok
Journal of English Language Learning Vol. 10 No. 1 (2026)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v10i1.18410

Abstract

The main purposes of this study explore the conceptual metaphors within modern Khmer literature via the novel entitled “Phka Sropoun” and identify the types of metaphors utilized in modern literary through this novel. Employing a descriptive qualitative research design, data was systematically sampled and extracted from Nou Hach’s canonical novel entitled “Phka Sropoun”, a foundational text in the national 10th-grade Khmer literature curriculum of Ministry of Education Youth and Sport. The semantic analysis of the text identified 45 distinct figurative sentences containing 46 operational metaphorical instances. These instances were classified into 11 categories in Phka Sropoun, revealing a highly embodied and culturally grounded figurative system, respectively. The spatial metaphors constitute the dominant category, accounting for 34.78% (n = 16) of all occurrences. The structural metaphors and physiological metaphors each account for 13.07% (n = 6), grammaticalized and cultural or literary metaphors, each comprising 10.86% (n = 5), and the smaller presence of remaining categories—including technological and tactile each comprising 4.34% (n = 2), orientational, ontological, extended visual and kinetic metaphors, each comprising 2.17% (n = 1)—occur less frequently but contribute to the overall conceptual diversity of all identified expressions. The findings demonstrate that the stark hegemony of spatial metaphors within the novel entitled ``Phka Sropoun`` underscores that the novel's conceptual infrastructure is fundamentally dependent on physical and environmental dimensions to articulate abstract psychological states and narrative trajectories. Moreover, the substantial salience of physiological, structural, and cultural-literary schemas reveals a figurative matrix that is simultaneously rooted in universal embodied cognition and deeply inextricably bound to the specific socio-cultural landscape of Cambodia. Consequently, this study strongly recommends that future research scale the application of Conceptual Metaphor Theory (CMT) across a wider, diachronic corpus of 20th-century Khmer literature; such investigation is imperative to ascertain whether this rigorous reliance on spatial mapping represents an idiosyncratic stylistic signature of Nou Hach or signals a foundational, institutionalized cognitive paradigm across the modern Khmer literary tradition.
A Synthesis of Khmer Literature and Identity: A Systematic Review and Meta Analysis Tithpanha Rim; Sarom Mok; Chhumlong Sum; Som Somuny
Journal of English Language Learning Vol. 10 No. 1 (2026)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v10i1.18411

Abstract

Although the actual duration of human habitation in what is now Cambodia is unknown, clay pot fragments dating back to 4,200 BC have been discovered. The animistic worship practices of the early indigenous people were later combined with Hinduism, which was introduced by Indian traders in the second century. Small kingdoms with Khmer spoken in the villages and Sanskrit at the court were established in Cambodian civilization as a result of the more developed Indian culture. The arrangement eventually led to the rise of a single great king who ruled at Angkor and was revered by local princes. Cambodia now is a different planet. Between 1970 and 1997, a number of civil conflicts and political upheavals tore away the established Buddhist social hierarchy. Within networks of patronage, a new elite of crony capitalists has emerged to replace them. The didactic components of Theravada Buddhist literature have been a crucial governing influence in Cambodia, which has been ruled by elites at least from the time of the Khmer kings in the seventh century. It explores the idea of the ideal woman at the core of the Buddhist social model, and talks about the drastic changes have experienced since the advent of internationalism.
Fostering AI Tools in Oral Fluency Developing among Khmer(1) EFL University Students: A Focus on English for Academic Purposes (EAP) Sarom Mok; Chorvy Vong; Ramy Chhun
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.4047

Abstract

Artificial intelligence (AI)-assisted speaking tools have increasingly been integrated into English for Academic Purposes (EAP) instruction to support oral communication. However, limited research has examined how AI-mediated speaking practice influences oral fluency while simultaneously addressing speaking anxiety and learner autonomy among Khmer EFL university students. This study investigates the effects of AI-mediated speaking practice on the oral fluency, speaking anxiety, and learner autonomy of ten Khmer EFL university students. Using a qualitative case study with embedded quantitative fluency analysis, participants completed nine AI-assisted speaking sessions over a three-week intervention using the EAP Talk platform. Oral fluency was assessed through Praat acoustic analysis focusing on speaking ratio, repair phenomena, and pause placement, while reflective questionnaires and semi-structured interviews explored learners' perceptions of anxiety and autonomy. The findings indicate that participants demonstrated longer speaking duration and fewer repair phenomena following the intervention, while pause placement shifted toward more meaningful syntactic boundaries. Questionnaire and interview data also revealed reduced speaking anxiety and improved learner autonomy during AI-mediated practice. These findings suggest that AI-assisted speaking practice can provide supportive opportunities for developing oral fluency while fostering greater confidence and self-directed learning in EAP contexts. Nevertheless, the findings should be interpreted cautiously because of the small sample size and the absence of a comparison group. Future studies should employ larger samples, longer intervention periods, and experimental designs to provide stronger evidence regarding the effectiveness of AI-assisted speaking practice.
Co-Authors Chhumlong Sum Chorvy Vong Hanrith Nou Ramy Chhun Samnang Pann Sereyrath Em Som Somuny Sothea Lim Tithpanha Rim