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p-Index From 2021 - 2026
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All Journal Daengku: Journal of Humanities and Social Sciences Innovation ETERNAL: English Teaching Journal
Ramy Chhun
Ministry of Education, Youth and Sport, Phnom Penh
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Examining the Relationships among Servant Leadership, Organizational Commitment, and Job Satisfaction within Government Organizations in Cambodia Sarom Mok; Ramy Chhun; Mengheang Hor; Kosal Thay; Chamnan Sok
Daengku: Journal of Humanities and Social Sciences Innovation Vol. 6 No. 2 (2026)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.daengku4921

Abstract

Although servant leadership (SELE) has been understudied, especially in the public sector, it has been a popular topic in contemporary leadership theories and has been linked to outcomes like job satisfaction (JOSA) and organizational commitment (ORCO). Given its importance, this study was to ascertain if official JOSA and ORCO were predicted by government official perceptions of SELE, and whether ORCO moderated the relationship between SELE and JOSA. This study used a correlational research design. A structured questionnaire was used to gather data from 224 government officials from various departments both in leadership and non-leadership roles. The Servant Leadership Seven, the Organizational Commitment Questionnaire, and the Abridged Job Descriptive Index were among the online surveys used to gather data for the study. Multiple regression to examine moderation effects, an independent-samples t-test, and Pearson correlations were among the statistical methods used. The findings showed a correlation between higher levels of ORCO and JOSA among government officials and higher perceptions of SELE. There was a significant positive correlation found between department leader JOSA, top management, and SELE, indicating that SELE is linked to government official attitudes at several organizational levels. The results also revealed that managerial self-ratings of SELE differed significantly from non-managerial ratings, with leaders giving their leadership behaviors higher ratings than officials. While organizational commitment and servant leadership both strongly predicted job satisfaction, the moderation analysis revealed that ORCO did not moderate the connection between SELE and JOSA. The findings imply that staff morale and institutional loyalty are positively impacted by SELE. The results emphasize how crucial SELE is in influencing official attitudes in government organization settings and imply that its beneficial effects hold true for all government official roles.
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 Chamnan Sok Chorvy Vong Kosal Thay Mengheang Hor Sarom Mok Sarom Mok