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All Journal Journal of General Education and Humanities
Samoun, Sokmuoy
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Humanities Languange, Linguistic, Communication & Media Mathematics Other

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A Qualitative Study of Challenges Faced by Cambodian Teachers in Implementing Student-Centered Approaches Samoun, Sokmuoy; Pen, Dina
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.v4i2.426

Abstract

This study aimed to explore the challenges faced by teachers of English in implementing student-centered approaches at the National University of Cheasim Kamchaymear (NUCK), Kampong Cham branch, the University of Heng Samrin Thbong Khmum (UHST), and Svay Rieng University (SRU). The research focused on the benefits, challenges, and potential solutions related to learner-centered instruction. A qualitative case study design was employed, and thematic analysis was used to interpret data collected from nine key participants through semi-structured interviews. The findings indicated that student-centered approaches enhance students' critical thinking skills, improve engagement and collaboration, build confidence and motivation, and foster learner autonomy. However, several significant challenges were identified, including mixed-ability students, time constraints, language barriers, entrenched learning habits, and cultural factors. Despite these obstacles, teachers proposed solutions such as professional development, flexible teaching methods, thoughtful student grouping, small and structured activities, and enhanced motivation and support. These findings offer practical guidance for teacher training programs and inform education policymakers seeking to promote more effective student-centered practices in Cambodian higher education.
Factors Contributing to Undergraduates’ Motivation to Learn the English Language at Selected Universities in Cambodia Saroeun, Sochea; Pen, Dina; Samoun, Sokmuoy
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.440

Abstract

This study explores the factors influencing undergraduate students’ motivation to learn English at three selected Cambodian universities: the National University of Cheasim Kamchaymear (NUCK), Svay Rieng University (SRU), and the University of Heng Samrin Thboung Khmum (UHST). The objective was to assess the levels of intrinsic and extrinsic motivation among students and examine their attitudes toward English learning. A quantitative research design was employed using a structured questionnaire, and data were collected from 101 undergraduates through convenience sampling. Results reveal that intrinsic motivation—such as personal interest, enjoyment, and curiosity—strongly correlates with students’ engagement in English learning. Extrinsic factors, including career aspirations and social expectations, also play a significant role, though to a slightly lesser extent. Additionally, while most students perceive English as essential for communication and future success, confidence in speaking varies across participants. This aligns with studies highlighting how social support and willingness to communicate impact learners’ confidence and participation in the language learning environment. The findings provide practical insights for educators and policymakers to design more targeted interventions that support both motivational dimensions, ultimately enhancing English language education in Cambodia.
Co-Authors Pen, Dina Saroeun, Sochea