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This study investigates pronunciation challenges among English major -students at the National Institute of Education, focusing on segmental and supra-segmental pronunciation issues, contributing factors, and potential remediation... more
This study investigates pronunciation challenges among English major -students at the National Institute of Education, focusing on segmental and supra-segmental pronunciation issues, contributing factors, and potential remediation strategies. The study employed a qualitative approach utilizing research apparatuses adjusted from previous studies. Additionally, ten teacher trainees with at least six years of English language learning background consented to participate in this study, while four lecturers were also incorporated. The findings were identified primarily with labiodental, dental, velar, alveolar, and palatal consonants, and with the monophthong sounds /i:/ and /ɒ/, and diphthongs /eɪ/ and /ɪə/. Factors influencing pronunciation proficiency include inadequate qualified teachers, insufficiently structured language programs, first language interference, and limited access to learning resources, alongside motivational and environmental factors, age, and beliefs. Recommendations for improvement emphasize integrating technology and social media for accessing pronunciation tutorials, extending instructional hours, and encouraging regular English-speaking practices.
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The study explores the smartphone's role in hindering and helping high school students learn English at a private school in Cambodia. The study investigates a group of students' perceptions of the effects of smartphones on communication,... more
The study explores the smartphone's role in hindering and helping high school students learn English at a private school in Cambodia. The study investigates a group of students' perceptions of the effects of smartphones on communication, engagement, performance, and self-efficacy. It also looked into the general impacts of smartphones on students' language learning. Responding to the COVID-19 pandemic, an online link to the questionnaire using Google Forms was electronically shared with 200 students in a population of 515. One hundred forty-six participants completed the questionnaire. Descriptive statistics analyses, such as percentage, mean, and standard deviation, were performed for the study. The results from the investigation showed that smartphones positively impacted students' language learning overall. The researcher also discovered a reported association between smartphone and self-efficacy, communication, engagement, and student academic performance. Therefore, classroom teachers, educators, and policymakers need to continue exploring the potential of smartphones in enhancing language learning experience and outcomes and motivating students as they go through different experiences in English language learning. Based on the student participants' quantitative and narrative responses, the study recommends careful use of smartphones in the classroom and strict measures to reduce negative consequences.