LEARNING CHALLENGES AND MOTIVATIONS TOWARDS SPOKEN ENGLISH SKILLS AMONG CAMBODIAN TESOL UNDERGRADUATE STUDENTS
DOI:
https://doi.org/10.35631/IJEPC.956011Keywords:
Motivation, Linguistic Obstacles, Speaking Difficulties, English, CambodiaAbstract
The main objective of the study was to examine the relationship between difficulty in speaking English and motivation for spoken English proficiency. The influence of individual differences such as age, gender and L2 proficiency level on speaking difficulties and motivations were examined. A mixed methods approach was used, with a quantitative design, a sample of 159 participants from a population of 250, using a purposive sampling method. Independent sample T-test, one-way ANOVA and Pearson coefficient were used for data analysis. In addition, among 159 participants, interviews were conducted with 8 students to collect qualitative data. Data collection tools included the Learning Challenges into Spoken English Skills Questionnaire (LCSESQ) and the Motivation into Spoken English Skills Questionnaire (MSESQ), adapted from Gardner's Attitude/Motivation Test Battery (AMTB) and classroom motivation (intrinsic value). Based on a literature review, an interview question (IQ) was also developed to determine the learning challenges and motivation for spoken English proficiency among undergraduate students. The results showed that although students had significant difficulties with spoken English, they remained highly motivated to learn the language. However, the study found no connection between difficulty speaking English and motivation.