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All Journal Journal of Social Knowledge Education (JSKE) ELT Forum: Journal of English Language Teaching
Vireak Keo
National University of Battambang
Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Exploring EFL learners' perception toward the difficulties in oral presentation Bunrosy Lan; Vireak Keo; Rany Sam; Wen Roeut
ELT Forum: Journal of English Language Teaching Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i3.9662

Abstract

This study investigated the challenges in oral presentations, strategies to improve these skills, and the influence of lecturers in enhancing students' oral presentation abilities. The researcher employed quantitative research. Descriptive and inferential statistics were applied using SPSS to analyze data from a sample of 200 EFL students out of 400 at a university in Cambodia. The questionnaire was slightly adjusted to align with the study's objectives and context. The findings indicate that EFL students face obstacles such as insufficient time to prepare for presentations, presentation nervousness, and discomfort with peer judgment. The results of an independent sample t test revealed no significant difference between genders, t (198) = 1.062, p = 0.289, while one-way ANOVA revealed that there was a statistically significant difference in oral difficulties among the different class levels (f (3, 196) = 3.294 & p=.022). There was no statistically significant difference among the different class levels in terms of coping strategies (f (3, 196) =2.220 & p=.087), and there was a statistically significant difference among the different class levels (f (3, 196) = 4.328 & p= .006). Additionally, EFL learners employ various strategies to enhance their oral presentation skills, including observing others, building confidence, using visual aids, and relying on concise notes rather than scripted content. Educators play a crucial role in students' improvement by allowing ample preparation time, promote supportive environments, and providing constructive feedback. Understanding these specific challenges in oral presentations enables educators to effectively adjust instructional approaches with greater precision.
Contextual Factors Shaping First-Year Students’ Academic Adjustment: Evidence from Education Institutions in Battambang, Cambodia Bunrosy Lan; Rany Sam; Vireak Keo; Wen Rouet
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 Bunrosy Lan Bunrosy Lan Rany Sam Rany Sam Wen Roeut Wen Rouet