Challenges of teaching English as an additional language in high schools in Cambodia

Abstract

As English is a lingua franca in Southeast Asia, the teaching of this international language has been identified as an important educational activity in Cambodia. This study examined the challenges of teaching English as an additional language in four public high schools in Cambodia. It investigated the significance of various aspects of the school environment and the attributes of teachers toward English language teaching. A mixed methods design was employed, and data were collected through a survey and semi-structured interviews. The findings showed that a dated curriculum, classroom overcrowding, immovable furniture, limited resources, and a lack of professional development contributed to the challenges in teaching English in Cambodian schools. The study concludes with recommendations for the Royal Government of Cambodia and relevant stakeholders to provide schools with sufficient funds, facilities, and teaching resources; offer professional development opportunities to teachers and staff; and update English course books.