Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal Journal of English and Education Journal of General Education and Humanities The Journal Of English Teaching For Young And Adult Learners Journal of Social Knowledge Education (JSKE)
Lan, Bunrosy
Unknown Affiliation
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Academic Adjustment of Freshmen in Cambodian Higher Education Institutions: A Systematic Literature Review Lan, Bunrosy; Sam, Rany; Keo, Vireak; Roeut, Wen
Journal of General Education and Humanities Vol. 3 No. 2 (2024): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v3i2.203

Abstract

First-year students face experiences in the primary adjustment stages with their transition to pre-university enrollment, and the experiences are typically highlighted as challenges that will be concentrated significantly in this systematic literature review. This systematic literature review critically synthesizes 20 published articles from 2014 to 2023 on the academic adjustment of first-year students in Cambodian higher education institutions. The qualitative study methods and exploratory design are used, and researchers compiled and evaluated relevant literature focusing on challenges faced by first-year students, factors influencing adjustment, strategies for academic adjustment, and outcomes of adjustment interventions. Data were gathered from reliable databases, and articles meeting predefined criteria were subjected to thematic analysis using Clark and Braunne's Thematic Analysis model. Findings highlight first-year students' challenges, such as academic performance, social identity issues, financial constraints, and language barriers. Factors influencing adjustment include social, personal-emotional, and institutional aspects, underlining the significance of social support and coping strategies. Strategies for academic adjustment focus on effective time management, utilizing support services, and maintaining a healthy work-life balance. Intervention outcomes aim to enhance first-year students' retention rates, mental health, and academic success. Qualitative research emerged as the predominant approach, enabling researchers to understand nuanced experiences and perspectives.
Students’ perceptions and effects of technology integration in English learning: A case study at National University of Battambang Keo, Vireak; Sam, Rany; lan, Bunrosy; Rouet, Wen
Journal of English and Education (JEE) Vol. 11 No. 1 (2025): Vol. 11 No. 1 (2025): VOLUME 11 NO 1 MAY 2025
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v11i1.37268

Abstract

This study investigates the perceptions and effects of first-year students at the National University of Battambang (NUBB) regarding the use of technology in English language instruction. Purposive sampling and a structured questionnaire were used to collect data from 205 students in various majors. The analysis employed descriptive statistics, independent sample t-tests, one-way ANOVA, and regression techniques. Findings revealed that online searching was the most commonly used tool (M=1.47), followed by computer software (M=1.53), while mobile applications were considered the most helpful (M=3.30). These results suggest a generally favorable view of technology's role in enhancing English proficiency. A T-test indicated a significant gender difference (p = 0.034 < 0.05), with female students more likely to engage with technology at lower levels. Although most demographic factors did not show significant variation, age emerged as a factor, with older students reporting greater benefits from technology. Hypothesis testing confirmed a positive link between technology use and improved English learning, with the TSLE variable (H4) having an especially powerful impact (β = 0.063, p = 0.000). The study recommends providing specific support to female students in using technology and promoting diverse digital tools to further enhance language learning.
EXPLORING EDUCATIONAL TECHNOLOGY INTEGRATION IN CAMBODIAN HIGHER EDUCATION: CHALLENGES AND OPPORTUNITIES Keo, Vireak; Lan, Bunrosy
The Journal Of English Teaching For Young And Adult Learners Vol. 4 No. 2 (2025): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This literature review explores the challenges and opportunities associated with integrating educational technology in Cambodian higher education institutions. It aims to identify effective strategies for incorporating technology into teaching and learning. By systematically analysing research studies, academic publications, and empirical data from 2007 to 2023, the review highlights key obstacles, including technical limitations, restricted access to digital tools, cultural barriers, insufficient digital literacy, high costs, and inadequate infrastructure. Conversely, educational technology offers numerous benefits, such as increased student engagement, access to diverse learning resources, support for self-directed learning, and the development of essential 21st-century skills. Additionally, it facilitates global communication, enriching the overall educational experience. The findings indicate that successfully integrating technology into Cambodian higher education requires addressing these challenges while maximizing the available opportunities. To achieve this, school administrators must enforce institutional and classroom policies to prevent the ineffective use of digital tools, ensuring that both educators and students gain meaningful educational benefits.
Contextual Factors Shaping First-Year Students’ Academic Adjustment: Evidence from Education Institutions in Battambang, Cambodia Lan, Bunrosy; Sam, Rany; Keo, Vireak; Rouet, Wen
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 3 (2025): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i3.1861

Abstract

Purpose of the study: This study investigates the multifaceted factors influencing first-year students' academic adjustment in higher education institutions in Battambang, Cambodia. Specifically, it examines the factors integrating perspectives from educational psychology and sociocultural theory. Methodology: A quantitative research design was employed using a structured questionnaire administered to 350 freshmen from two institutions during the 2023–2024 academic year. Data were analyzed using SPSS version 25 through descriptive statistics, exploratory factor analysis, hypothesis testing, independent sample t-tests, and ANOVA. Main findings: The results show that ICF, SCF, MEF, and AAF significantly predict academic adjustment, explaining for 47.9% of the variance (R² = 0.479, p < .000), while INF showed no significant effect. The findings highlight the importance of both institutional and socio-emotional dimensions in shaping students’ adaptation to academic life. Novelty/Originality of this study: This study adopts an interdisciplinary approach, drawing on educational, psychological, and sociocultural frameworks to provide a more holistic understanding of student adjustment. Its findings can inform socially institutional practices that enhance first-year student support, teaching quality, and cultural responsiveness. Encouraging active student engagement and peer support mechanisms can further contribute to improved academic transition and retention in the Cambodian higher education context
Co-Authors Keo, Vireak Roeut, Wen Rouet, Wen Sam, Rany