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All Journal Journal of English and Education Journal of Social Knowledge Education (JSKE)
Rouet, Wen
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Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences

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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.
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
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 Lan, Bunrosy Sam, Rany