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All Journal Journal of General Education and Humanities Indonesian Journal of Education Research (IJoER)
Sun, Somara
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Examining Cambodian EFL University Learners’ Perceived Autonomy, Engagement, and Performance Sun, Somara
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.396

Abstract

Despite studies highlighting the importance of learner autonomy, engagement, and academic performance in various contexts, the research gap in Cambodian EFL instruction is significant. This study compared Cambodian EFL university students' perceptions of learner autonomy, learner engagement, and academic performance based on gender, study level, and university type. A quantitative method was applied, involving cluster sampling and a bilingual questionnaire in English and Khmer. Data from 108 participants—selected randomly from 2nd, 3rd, and 4th-year students at three universities in Phnom Penh—was analyzed using SPSS (Version 23) with descriptive and inferential statistics. Findings revealed that public university students exhibit much higher learner autonomy than their private university counterparts, although both groups demonstrate equal levels of engagement and academic performance. Gender and university type influenced perceptions of autonomy, with male students and those from certain universities perceiving greater autonomy. In conclusion, this study filled a research gap in Cambodian EFL instruction by comparing university students' perceptions of learner autonomy, engagement, and academic performance. The study underscores the necessity of targeted interventions to address gender disparities in autonomy and engagement, emphasizing the need for inclusive educational strategies for female students.
Exploring the Relationship Between Learner Autonomy and Learner Engagement Among EFL Students in Cambodian Universities Sun, Somara
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i2.1486

Abstract

Purpose of the study: The main aims of this study are to: 1) find out how Cambodian EFL university students perceive learner autonomy and engagement; and 2) find out how these two factors correlate to one another. Methodology: This research adopted a quantitative methods employing cluster sampling for data collection via a bilingual questionnaire in English and Khmer. The data was processed and analyzed using SPSS (Version 23), utilizing both descriptive and inferential statistics, including correlation coefficients, to extract insights from the survey findings. Main Findings: The main findings of this study were: 1) Cambodian EFL university students showed high levels of learner autonomy and engagement, indicating the need for interventions to develop autonomy and create supportive learning environments; and 2) a moderate positive correlation was found between learner autonomy and engagement. Novelty/Originality of this study: The unique aspect of this research is how it identifies the complex correlation between learner autonomy and engagement among EFL university students in Cambodia. High levels of motivation and autonomy were seen, but there were also clear difficulties with self-perceived competence. This comprehensive perspective enhances the existing literature by emphasizing the impact of contextual elements on autonomy and engagement, therefore addressing a gap in current research. Furthermore, the results underline the significance of creating supportive learning environments and the requirement for tailored interventions. These insights have practical implications for educational policy and pedagogical approaches, indicating that educators have to adopt techniques that foster autonomy and offer tailored support to improve learner engagement and optimize resource use.
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