CAMBODIAN BUDDHIST MONKS’ MOTIVATION IN LEARNING ENGLISH: GRADE LEVEL ANALYSIS

Authors

  • Sophea Phann Ministry of Education, Youth and Sport, Cambodia
  • Sereyrath Em National University of Cheasim Kamchaymear (NUCK), Cambodia
  • Sopheng Tep The University of Cambodia

DOI:

https://doi.org/10.22460/project.v6i1.p164-175

Abstract

English is the world language. Most countries in the world including Cambodia have adopted this language into their school curriculum. Thus, learning English has become an essential need for many people in Cambodia and the world. There are many factors contributing to the success of English language education. One of the most important components is motivation. There are two types of motivation including intrinsic and extrinsic ones. The present study employed a quantitative design and aimed to examine if there were statistically significant differences among Cambodian Buddhist monk students’ motivation in learning English. 93 Cambodian Buddhist monk students learning at a Cambodian Buddhist primary school participated in the study. The results show that there were statistically significant differences in students’ motivation from different grades. Finally, a study with a larger sample size is recommended. A qualitative study to explore students’ motivation in learning English is also recommended.

Author Biographies

Sophea Phann, Ministry of Education, Youth and Sport, Cambodia

Sophea Phann is currently the Head of the ASEAN Office, an English curriculum developer at the Ministry of Education, Youth and Sport (MoEYS), and an Associate Editor at the Cambodian Education Forum (CEF). He has served as a Governing Board Member of SSEAYP International Cambodia since 2017. He earned an MA in TESOL from the Institute of Foreign Languages (IFL), Royal University of Phnom Penh (RUPP) in 2009, Cambodia, and he graduated with a Diploma in Applied Linguistics and English Curriculum Development from SEAMEO Regional Language Center, Singapore, in 2013. His research interests include TESOL, TEFL, EIL, EMI, types of motivation, and educational management.

Sereyrath Em, National University of Cheasim Kamchaymear (NUCK), Cambodia

Sereyrath Em is Cambodian a government teacher of English with a higher education degree working at Kith Meng Brasat high school, a visiting lecturer at the National University of Cheasim Kamchaymear (NUCK), a Reviewer at Forum for International Research in Education (FIRE), and an Associate Editor at the Cambodian Education Forum (CEF). Prior to this, he was a secondary school teacher of English and Khmer language working at Darakum lower-secondary school between 2012 and 2015. In 2017, he graduated with a Master’s Degree in Teaching English to Speakers of Other Languages (MA in TESOL) from Human Resource University (HRU), and in 2019, he graduated with a Master’ Degree in Educational Administration from National Institute of Education (NIE) with the support from Cambodia International Education Support Foundation (CIESF). He was also trained at Regional Language Center (RELC) two times between early 2020 and early 2021 with regards to teaching listening, speaking, reading, and writing. His research interests include English language teaching, teaching methodology, educational management, educational leadership, learning and teaching motivation, and learning and teaching challenges. Currently, he is a PhD candidate in Educational Administration at Western University, Phnom Penh, Cambodia.

Email: sereyrathem.edu@gmail.com

Sopheng Tep, The University of Cambodia

Sopheng Tep is a lecturer of College of Education, the University of Cambodia. He has experiences in working in both public and private educational institutions. Presently, he pursues his PhD degree of Comparative Education, majoring in Educational Leadership and Policy at Beijing Normal University in Beijing (China) and PhD degree in Educational Administration at The University of Cambodia, Phnom Penh (Cambodia) since 2017 (In the stage of writing dissertation) after earning his Master of Education in Teaching English to Speakers of Other Language (M.Ed-TESOL) from Pannasastra University of Cambodia in Phnom Penh, (Cambodia) in 2013 and Bachelor of Education in Teaching English as a Foreign Language (B.Ed-TEFL) from Cambodian University for Specialties in Phnom Penh (Cambodia) in 2009.

He attended some workshops/conferences on new trends in English language teaching and learning conducted by Cambodian Ministry of Education, Youth and Sport (MoEYS) cooperated by University of Kentucky, England, United Kingdom (UK), English for specific academic purposes textbook development conducted by MoEYS; English language testing and evaluation conducted by MoEYS cooperated by University of Canberra, Australia.  In addition, he successfully participated some training courses such as HRM in Education in Singapore, in the program of Singapore cooperation program (Temasek Polytechnic University); Andragogy in Higher Education Degree at Institute of New Khmer in Phnom Penh; Public Administration organized by the Cambodia-Korea cooperation center in Royal university of Phnom Penh and Institute of Poverty Alleviation and International Development, Yonsei University, South Korea.

The areas of his interests in teaching and research include human resource management in education, language testing and evaluation, performance management in school and teaching methodology and pedagogy, advanced philosophy of education, educational management, instructional leadership, classroom management and supervision, principles of education, non-formal education, writing skills.

Email: sophengtep@yahoo.com

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Published

2023-01-21

Issue

Vol. 6 No. 1 (2023): VOLUME 6 NUMBER 1, JANUARY 2023

Section

Articles