Learning and Teaching English Language at Lower-Secondary School in Takeo Province: A Case Study of Kith Meng Brasat High School

Abstract

I conducted this research study to understand the current state of English language teaching and learning at Kith Meng Brasat High School, located in Krangbroteal Village, Doung Commune, Bati District, Takeo Province, Cambodia. The goal of the study is to identify the primary factors influencing the English language learning and teaching process at the Lower Secondary School level.

The researcher employed both qualitative and quantitative methods for this study. The qualitative data was gathered through open-ended questionnaires administered during interviews with the school principal, vice principal, and three English teachers responsible for teaching English to students in Grades 7, 8, and 9. For the quantitative data, two hundred and fifty (250) students were asked to complete a questionnaire. The researcher selected ninety (90) students from Grade 7, eighty (80) students from Grade 8, and another eighty (80) students from Grade 9. The selection of students was done carefully and scientifically.

The results indicate that, while the current state of affairs is generally favorable, there are still issues that require resolution. All three English teachers are well-qualified due to their proper pedagogical training. One teacher is pursuing a bachelor’s degree in TEFL, another holds a bachelor’s degree in English literature, and the third holds a master’s degree in TESOL. Furthermore, all three teachers have significant teaching experience, with one having taught English since 2008, another since 2009, and the third since 2012. According to the responses provided, all teachers consistently prepare lesson plans before teaching. One teacher stated that, even if unable to complete all five steps of the lesson plan, they always prepare it in advance.

Despite these positive aspects, there are areas that require improvement. One such challenge is the lack of adequate teaching materials, which are essential for effective English language teaching and learning. The three teachers share a single speaking platform, and there is no designated listening room where students can listen to English audio or songs. Additionally, there is no room for watching English movies or films, and the library lacks sufficient English-language resources. Of the three English teachers, only one has attended training courses related to English teaching and teaching methodology in the last five years.

Another challenge is the limited number of hours allocated for English instruction by the Ministry of Education. At the Lower Secondary School level, the Ministry allows only four hours of English instruction per week. The class sizes are also a concern: due to a shortage of teachers and insufficient classroom space, each class at Kith Meng Brasat High School typically has at least forty students, with some classes reaching up to forty-nine students.

Based on the findings, the researcher suggests that the provincial department of education and the Ministry provide essential teaching materials, such as speakers, LCD projectors, a listening room, and a designated room for watching English films or movies at Kith Meng Brasat High School.