30_2025_To_1_6_New_UC_Formart_finalization_ -.doc

Ministry of Education, Youth and Sport
The University of Cambodia
College of Education
PERCEPTIONS OF PRIVATE SECONDARY
STUDENTS TOWARDS TEACHING SPEAKING
MOTIVATION AND PERFORMANCE IN
CAMBODIA
Dissertation
Submitted to the University of Cambodia as a partial requirement for the
fulfillment of the Degree of Doctor of Philosophy in
Educational Administration
SEAM CHANTHOUL
Supervisor: VONG SAM AUN, PhD
Co-Supervisor: KEP BUNLY, PhD
2025

I, SEAM Chanthoul, certify that this present doctoral dissertation is my own work unless
otherwise indicated in the context.
Signature: Date:
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We certify that we have read this Doctoral Dissertation and that, in our opinion, it is
satisfactory in scope and quality as a dissertation for the degree of Doctor of Philosophy in
Educational Administration.
DISSERTATION COMMITTEE
Name and Signature
Chairperson:……………………………………………………………………………..
Member:………………………………………………………………………………….
Member:………………………………………………………………………………….
Member:………………………………………………………………………………….
Member:………………………………………………………………………………….
Member:………………………………………………………………………………….
Member:………………………………………………………………………………….
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ABSTRACT
The issue that this study addresses the English is a means of communication that has
played an important part in acquiring cultural, scientific, and technical knowledge,
collecting worldwide information, and implementation international communication.
Speaking, listening, reading, and writing are some of the abilities that must be learned
when learning the English language. Students who are proficient in speaking will have
more opportunities to receive the greatest instruction. The results showed that the
participants' speaking abilities, as measured by the pretest and posttest scores,
considerably improved following the implementation of using Communicative Language
Teaching (CLT) exercises. Additionally, the participants felt that using CLT exercises to
improve the students’ speaking ability was a good idea. Recommendations include the
development of well-structured lesson plans, and the integration of accessible applications
in speaking classes. The objectives of this study is to explore the effects of a Design of
Learning Activities Using Communicative Language Teaching to Build Students’ English
Speaking Skill in one of the private schools in Phnom Penh, Cambodia. This study used the
quantitative method. The correlation coefficient, and P-Value were applied to measure the
effects of each variable. The findings of student motivation, and performance were well
connected with learning English speaking skill based on a statistically significant positive
correlation between teaching speaking, and student motivation of r = 0.64 with a strong
statistical significance (p<0.01). Also, there was a statistically significant, high positive
correlation between teaching English speaking, and student performance; r = 0.78, with a
strong statistical significance (p< 0.01). Moreover, there was a good positive correlation
between teaching English speaking, and statistically significant student motivation. r =
0.43, with a high level of statistical significance (p< 0.01). The main findings showed that
there was a correlation between a Design of Learning Activities Using Communicative
Language Teaching to Build Students English Speaking Skills accordingly. For further
studies, scholars can investigate the key variables such as teaching English speaking.
Moreover, the new adapted theories should be self-theories, goal theories, or mixed
methods, and increasing target places, or sample size.
Keywords: Motivation, Performance, Speaking, Role -Play
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មូលន័យសង្ប
ABSTRACT IN KHMER
ការសិក្សាស្រាវជ្រាវនេះបានលើកឡើងពីភាសាអង់គ្លេសជាមធ្យោបាយនៃការប្រាស្រ័យទាក់ទងដែលបាន
ដើរតួនាទីយ៉ា ងសំខាន់ក្នុងការទទួលបានចំណេះដឹងខាងវប្បធម៌វិទ្យាសាស្ត្រនិងបច្ចេកទេសសម្រាប់ប្រមូល
ព័ត៌មានទូទាំងពិភពលោកនិងអនុវត្តន៍ការទំនាក់ទំនងនិងសហប្រតិបត្តិការជាអន្តរជាតិ។គោលបំណងនិង
រៀបរាប់អំពីបញ្ហា នៃការសិក្សានេះគឺដើម្បីស្វែងយល់ពីផលប៉ះពាល់នៃការជំរ ុញទឹកចិត្តសិស្សនិងការអនុវត្ត
ន៍របស់សិស្សតាមរយៈជំនាញបង្រៀននិយាយនិងកំណត់ពីការលើកទឹកចិត្តសិស្សនិងលទ្ធផលសិស្ស
តាមរយៈជំនាញការនិយាយភាសាអង់គ្លេសដូច្នេះជាការផ្តល់អត្ថប្រយោជន៍សម្រាប់ការរៀននិងការបង្រៀន
នៅសាលាឯកជនក្នុងចំណោមសិស្សមធ្យមសិក្សាដែលរៀននៅសាលាឯកជននៅរាជធានីភ្នំពេញនៃប្រទេស
កម្ពុជា។លទ្ធផលបានបង្ហា ញថាសមត្ថភាពនិយាយរបស់អ្នកចូលរ ួមដែលត្រូវបានវាស់វែងដោយ
ពិន្ទុpretest និង posttest មានភាពប្រសើរឡើងគួរឱ្យកត់សម្គា ល ់ បន្ទា ប់ពីការអនុវត្តការប្រើប្រាស់
លំហាត់បង្រៀនភាសាទំនាក់ទំនង (CLT) ។
មានចំណ
ុ ចខ្វះខាតខ្លះៗ ដែលសិស្សកំពុងតែរៀនជំនាញនិយាយភាសាអង់គ្លេសដែលទាក់ទងដល់ការ
លើកទឹកចិត្តនិងការអនុវត្តន៍សមត្ថភាពរបស់ពួកគាត់រ ួមមានសិស្សបាត់បង់ទំនុកចិត្តក្នុងការបង្កើត
វាក្យស័ព្ទនិងសំណង់ប្រយោគក្នុងការនិយាយរបស់សិស្សានុសិស្ស។
វិធីសាស្រ្តនៃការសិក្សានេះបានប្រើវិធីសាស្ត្របរិមាណមេគុណវិស័យ និងឧបករណ៍ SPSS ហើយ SPSS
ត្រូវបានអនុវត្តន៍ដើម្បីវាស់ប្រសិទ្ធិភាពនៃសំណ
ុំ អថេរនីមួយៗមានចំនួនសិស្សជាតំណាង ត្រូវបាន
ជ្រើសរើសអាស្រ័យលើចំនួនសិស្សពិតប្រាកដនៅតាមទីតាំងចំនួន៣នៃសាលាមធ្យម សិក្សា ឯកជន។
94

ជាលទ្ធផលនៃការរកឃើញនេះបានបង្ហា ញថា សិស្សរៀននៅមធ្យមសិក្សាឯកជនមានការយល់ ឃើញជា
វិជ្ជមាននៃការបង្រៀនការនិយាយភាសាអង់គ្លេសដែលមានស្ថិតិមធ្យម និងជាប់ទាក់ទង
ជាវិជ្ជមានរវាងការបង្រៀនការនិយាយភាសាអង់គ្លេស និងការលើកទឹកចិត្តរបស់សិស្សគឺ𝑟=០.៦៤
ដែលស្ថិតិមានសារៈសំខាន់ហើយល្អ(𝑝<0.0 ១) ដូចគ្នា នេះផងដែរមានការជាប់ទាក់ទងគ្នា តាមស្ថិតិ ខ្ពស់
និងវិជ្ជមាននៃការបង្រៀននិយាយភាសាអង់គ្លេស និងការអនុវត្តន៍របស់សិស្សគឺ𝑟=០.៧៨ ដែល ស្ថិតិ មាន
សារៈសំខាន់យ៉ា ងខ្លា ំង(𝑝<០.០១) លើសពីនេះទៅទៀត គឺមានទំនាក់ទំនងគ្នា ល្អ និងវិជ្ជមាន រវាងការ
បង្រៀនការនិយាយភាសាអង់គ្លេស និងការលើកទឹកចិត្តសិស្សដែលមានស្ថិតិល ្អ គឺ𝑟=០.៤៣ជាមួយនឹង
សារៈសំខាន់ យ៉ា ងខ្លា ំងនៃស្ថិតិគឺ(𝑝<០.០១)។
សេចក្តីសន្និដ្ឋា ននៃការរកឃើញសំខាន់ៗ បានបង្ហា ញថាមានការទាក់ទងគ្នា រវាងជំនាញនិយាយ
ភាសាអង់គ្លេសនិងការ លើកទឹកចិត្តសិស្សនិងការអនុវត្តន៍របស់សិស្សមានលក្ខណៈស្របគ្នា ។
អនុសាសន៍សម្រាប់ការសិក្សាបន្ថែមទៀតអ្នកសិក្សាអាចសិក្សា ពីអថេរសំខាន់ៗមួយចំនួនដូចជាការ
និយាយភាសាអង់គ្លេសឱ្យស្របជាមួយការវាយតំលៃរបស់សិស្សអោយមានភាពទូលំទូលាយការធ្វើត្រាប់
តាមអន្តរកម្មឬដែលពឹងផ្អែកខ្លា ំងម៉្យាងវិញទៀតទ្រឹស្តីថ ្មី ដែលត្រូវយកមកប្រើគួរតែជាទ្រឹស ្តី Self-
Theories ឬ Goal Theory និង ទ្រឹស្តី Transformative Learning Theory។ អ្នកសិក្សាក៏អាច
ពង្រីក ការសិក្សាដោយប្រើជាវិធីសាស្ត្រចម្រុះ Mixed Method ប្រសិនបើអាចធ្វើទៅបានដោយបន្ថែម
សិស្សអោយបានច្រើន ដោយផ្អែកទៅលើចំនួនសិស្សជាក់ ស្តែងនិងបង្កើនកន្លែងចុះស្រាវជ្រាវ
ថែមទៀត។
ពាក្យគន្លឹះ៖ ការលើកទឹកចិត្ត ការអនុវត្តន៍សមត្ថភាព ការនិយាយ ការដើរតួ
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ACKNOWLEDGEMENT
I would love to take this opportunity to show my gratitude to many respectful
people who contributed their talent, effort, and time to help me accomplish this study. In
this acknowledgement, I would like to mention all of them as the following:
I am immensely grateful for the support, assistance, cooperation, and guidance of
many individuals who made this dissertation project possible. Firstly, I do express my deep
gratitude to H.E. Dr. Kao Kim Hourn, Founder and Chairman of the University of
Cambodia, who offered me the 60% partial scholarship to pursue my Doctoral Degree in
Educational administration. Without this scholarship, affording such an expensive degree
would have been challenging.
I extend my deepest gratitude to Dr. Y Ratana, Vice President of Academic Affairs
at the University of Cambodia, for his valuable support and guidance throughout my
dissertation journey. His willingness to facilitate, resolve challenges, offer insightful
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advice, and champion the writing process played a crucial role in ensuring its successful
completion. Also, my heartfelt thanks go to my advisors, Dr. Vong Sam Aun, Dr. Kep
Bunly, and Dr. Mok Sarom, for their invaluable support, insightful remarks, and expert
guidance. I am deeply appreciative of their dedication and commitment to my academic
journey as my advisor for his reasonable direction, extremely valuable advice, and exacting
supervision. I felt so warm with his help. Besides, I needed to state that without his
dedication, and support, the achievement of my exploration composition could never reach
its full potential.
I extend my sincere gratitude to all my lecturers, and the staff of the College of
Education at the University of Cambodia for their generous time, valuable feedback, and
encouragement. Additionally, I express my deep appreciation to the presidents, vice-
presidents, rectors, vice-rectors, deans, vice-deans, and administration offices of the private
secondary school for granting permission for data collection and facilitating the distribution
of questionnaires through Google links. My heartfelt thanks also go to the participants in
my survey who willingly took the time to complete the questionnaires during the COVID-
19 outbreak. Finally, I would like to express my gratitude to the administration and students
of the three universities for their warm cooperation, and willingness to share their ideas
during the data collection process.
Then, I would love to show my high respect and profound thanks to Oknha CHEA
Thilay, Chairman, and Founder of Newton Thilay Community (NTC Group), who
sponsored my Ph.D. class to complete my learning process at the University of Cambodia.
Fourth, all of my classmates and faculty members at the University of Cambodia have
encouraged me throughout my dissertation process, from scratch until completion. All of
them have never complained about carrying out their responsibilities in instructing, and
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guiding me. I would appreciate their solid efforts. In particular, I got great motivation and
pure support from my family, my wife, SAN Saveun, and my son, HEN Tithseyha
Monyroth.
Finally, I was able to reach the stage of dissertation completion with all types of
support, and sponsorship. I wish all of them would succeed in their careers, and lives at all
times.
TABLE OF CONTENTS
Statement of Original Declaration................................................Error! Bookmark not defined.
Statement of Certificate Committee Approval............................Error! Bookmark not defined.
Acknowledgements.....................................................................................................................93
CONTENTS................................................................................................................................97
List of Tables.............................................................................................................................101
List of Figures...........................................................................................................................102
List of Abbreviations................................................................................................................103
Abstract in Khmer.....................................................................................................................94
ABSTRACT................................................................................................................................93
Introduction....................................................................................Error! Bookmark not defined.
1.1 Background of the Study...................................................................................................104
1.2 Statement of Problem.........................................................................................................114
A person's ability......................................................................................................................117
1.3 Research questions...........................................................................................................119
1.4. Objectives of the Study.....................................................................................................118
1.5 Hypotheses of the Study.....................................................................................................119
1.6 Scope and Limitation of the study..........................................Error! Bookmark not defined.
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1.7 Significance of the study....................................................................................................129
1.8 Layout of the Study............................................................................................................132
1.9 Theoretical and Conceptual Frameworks........................................................................120
1.9.1. Theory of Second Language Acquisition (SLA)................Error! Bookmark not defined.
1.9.2. Generalizability theory of speaking....................................Error! Bookmark not defined.
1.9.3. Self-determination theory (SDT) on motivation................Error! Bookmark not defined.
1.9.4 Constructivism theory of performance...............................Error! Bookmark not defined.
1.10 Research framework..............................................................Error! Bookmark not defined.
1.11 Operational definitions....................................................................................................128
1.11.1 Motivation......................................................................................................................128
1.11.2 Performance...................................................................................................................128
1.11.3 Speaking.........................................................................................................................128
1.7 Conclusions...............................................................................Error! Bookmark not defined.
Review of the Related Literature..................................................Error! Bookmark not defined.
2.1 Conceptual Review.............................................................................................................153
2.1.1 Second Language Acquisition (SLA) Theory...............................................................153
2.1.2 Generalizability Theory on Speaking............................................................................154
2.1.3 Self-determination theory (SDT) on Motivation..........................................................161
2.1.3.1 Intrinsic motivation......................................................................................................161
2.1.3.2 Extrinsic motivation.....................................................................................................161
2.1.3.3 Constructivism theory on performance.....................................................................176
2.2 Empirical Review.................................................................................................................91
2.3 Research Gap......................................................................................................................166
2.4 Education System in Cambodia........................................................................................134
2.4.1 Educational Background Related to Pol Pot Regime.........Error! Bookmark not defined.
2.4.2 Education Secondary level in Cambodia.............................Error! Bookmark not defined.
2.4.3 English Education in Cambodia....................................................................................143
2.5.1 Speaking...........................................................................................................................145
2.5.2 Type of Speaking................................................................................................172
2.5.5.1 Imitative........................................................................................................................173
2.5.5.2 Intensive........................................................................................................................173
2.5.5.3 Extensive.......................................................................................................................173
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2.5.5.4 Interactive.....................................................................................................................174
2.5.5.5 Responsive.....................................................................................................................174
2.5.5.6 Responsive.....................................................................................................................176
2.5.5.7 Characteristics of Responsive.....................................................................................103
2.5.5.8 Rubric of Speaking..........................................................................................158
2.5.5.9 Lesson plan of Speaking..............................................................................................180
2.6 Motivation...........................................................................................................................103
2.6.6.1 Extrinsic and Intrinsic Motivation.............................................................................103
2.6.6.2 Extrinsic Motivation....................................................................................................106
2.6.6.3 Intrinsic Motivation.....................................................................................................107
2.7 Performance........................................................................................................................107
2.8 Summary and Conclusions......................................................Error! Bookmark not defined.
Research Methodology...................................................................Error! Bookmark not defined.
3.1 Research Design..................................................................................................................111
3.2 Type and Source of Data...................................................................................................132
3.2.1 Students demographic profile............................................................................132
3.2.2 Student motivation instrument............................................Error! Bookmark not defined.
3.2.3 Student performance instrument.........................................Error! Bookmark not defined.
3.2.4 Teaching speaking instrument.............................................Error! Bookmark not defined.
3.3 Sample/Universe Size.........................................................................................................132
3. 4.1 Data collection timeline..................................................................................................127
3.5 Data Gathering Procedures...............................................................................................120
3.6 Statistical Tools.........................................................................Error! Bookmark not defined.
3.6.1 Correlation Coefficient...................................................................................................125
3.6.2 P-Value...................................................................................Error! Bookmark not defined.
3.6.3 One-tailed and two-tailed P-Values...............................................................................131
3.7 Coverage of the Study........................................................................................................133
3.7.1 Research Variables..........................................................................................................133
3.7.2 Independent variable......................................................................................................133
3.7.3 Dependent Variables..........................................................................................133
3.7.4 Data collection..................................................................................................................133
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3.7.5 Research procedure.........................................................................................................130
3.8. Procedure of Analyzing Data...........................................................................................131
3.9 Ethical Issues......................................................................................................................133
3.10 Researcher’s Position.......................................................................................................164
3.11 Concluding Comments...........................................................Error! Bookmark not defined.
Result of the Study..........................................................................Error! Bookmark not defined.
4.1 Demographic Data..............................................................................................................134
4.2 Research Findings Based on Research Hypotheses........................................................135
4.2.1 Ho.1: There is no relationship between teaching speaking.........................................135
4.2.2 Ho.1.1: There is no relationship between teaching speaking......................................136
4.2.4 Ho.2: There is no relationship between teaching speaking.........................................137
4.2.8 Ho: There is no relationship between teaching speaking............................................139
4.4 Summary of Findings...............................................................Error! Bookmark not defined.
Data Analysis and Discuss of Result.............................................Error! Bookmark not defined.
5.1 Summary of Results..........................................................................................................145
5.2 Thematic Discussion/Explanation of Results...................................................................145
5.2.1 Teaching Speaking and Student Motivation.................................................................145
5.2.2 Teaching Speaking and Student Performance.............................................................146
5.2.3 Teaching Speaking and Student Motivation and Student Performance....................148
5.3 Summary...................................................................................Error! Bookmark not defined.
Conclusion and Recommendations.........................................................................................152
6.1 Main Finding of the Study.................................................................................................158
6.2 Conclusion.................................................................................Error! Bookmark not defined.
6.3 Recommendations.....................................................................Error! Bookmark not defined.
6.4 Limitations of the Studies..................................................................................................159
6.5 Implications of the Studies................................................................................................160
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Bibliography....................................................................................Error! Bookmark not defined.
Appendices................................................................................................................................199
102

LIST OF TABLES
Table 3. 1 Adopted from Israel (1992), Singh and Masuku (2014).....................................114
Table 3. 2 Present the learning session student’s period...................................................128
Table 3. 3 Reliability test of Speaking on Student Motivation and Student Performance..119
Table 3. 4 Mean and Std. Deviation of student motivation and student performance........119
Table 3. 5 Data Analysis-based Research Hypotheses.......................................................122
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LIST OF FIGURES
Figure 1.1 Theoretical Framework.....................................................................................125
Figure 1. 2 Research framework.........................................................................................127
Figure 3. 1 pilot study........................................................................................................120
Figure 3. 2 Research Procedure.........................................................................................131
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LIST OF ABBREVIATION
CTT Collaborative Tasks Teaching
DCD Department of Curriculum Development
ESP English for Specific Purposes
FLA Foreign Language Assessment
G-theory Generalizability theory
IEP Integrated English Program
LLSs language learning strategies
PA Peer- Assessment
SDT Self-Determination Theory
SLSs Speaking Language Strategies
SLA Second Language Acquisition
TTT Teacher Talking Time
TA Teacher Assessment
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CHAPTER ONE
INTRODUCTION
This chapter focuses on the background of study, states the problem, statement of the
hypotheses, theoretical, and conceptual frameworks, research framework, operatonal
definitions, methodological consideration, research obectives, research questions,
significant of the study, limitation of the study, and acknowledges its limitations.
1.1 Background of the Study
Global education as a concept incorporate as according to the Central Intelligence Agency
(CIA, July 2014), Cambodia is a developing nation with 15,458,332 people, making it one
of the oldest in Southeast Asia. Since Cambodia still has a high percentage of poverty and a
lack of human resources due to its tragic political past, education is crucial to the
development of this nation by improving human resources and reducing poverty. The
Ministry of Education, Youth, and Sport's Education Strategy Plan 2009–2013 (Ministry of
Education, Youth, and Sport, 2010) demonstrates that, in addition to other reforms
implemented by the Royal Government of Cambodia, the Ministry of Education, Youth,
and Sport should continue to reform the educational system in Cambodia. In addition, the
government has been allocating additional funds to expand scholarships for deserving and
impoverished students in order to provide equitable access to educational opportunities.
Regarding this, the Ministry of Education, Youth, and Sport 2014 Education Strategic Plan
2014–2018 states that more effort and resources will be needed to guarantee that
underprivileged, talented, and impoverished students from underprivileged backgrounds
can access higher education through student loan programs or other scholarship programs
(Seakkeav, 2015).
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As English is one of the most widely used, and available languages in the world, with the
majority of students using English as a global language, as shown by language skills being
used as estimates of language comprehension, one of the skills is speaking skill. As an
international language, English is the most important in the world (Sadikin, 2016; Yulis,
2017).
All parties involved, including academics, instructors, students, and stakeholders, agree that
communicative language teaching (CLT) is a very effective theoretical paradigm for
teaching English language to non-native speakers (Hamid & Baldauf Jr, 2008; Kim, 2008;
Rasheed, 2012). Since its first appearance in Europe in the early 1970s, and later in English
as a second language (ESL) in the last 20 years, CLT has expanded its scope and been used
by different educators in different ways, as noted by Ansarey (2012), Jacobs and Farrell
(2003), and Sun and Cheng (2002).
The communicative language teaching (CLT) is a communicative usage-focused teaching
theory that emphasizes the value of communicative competence as the end aim of language
acquisition. It is used to secondary language learning as well as language instruction.
Ensuring efficient language use and communication in the school setting is the goal
(Richards & Schmidt, 2002). Since communication is the primary focus of CLT rather than
linguistic accuracy and polish, its purposes for teachers and students differ greatly from
those of traditional language programs (Knight, 2001). The CLT focuses on helping
students become more adept in interacting, communicating, understanding, and taking part
in social situations. In a skills development classroom like this, students should feel at ease
and teachers should be discouraged from taking on an oppressive, teacher-centered mindset
(Efrizal, 2012) according to (Doeur, 2022).
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A great deal of work has gone into investigating how CLT and English might concur in
native and non-native English as a foreign language (EFL) contexts. However, CLT in its
early stages in Asian countries particularly in Cambodia (Yusra & Lestari, 2020) according
to (Doeur, 2022).
English is the most widespread language in terms of the world population speaking English
as a native, or foreign language (EFL). English speaking is the most important among the
four language skills (listening, reading, writing and speaking), English speaking could be
most challenging to master for mainstream EFL learners (Zhang, 2009). In fact, it is often
considered that speaking is the most popular language skill in foreign language learning
contexts (Gardner & MacIntyre, 1991; Horwitz, 2001; Tsiplakides & Keramida, 2009). Sila
(2010) investigated foreign language happy and found that it occurs as levels of proficiency
increase, and anxiety emerges in the productive skills. Reducing learners’ speaking anxiety
is an important matter since it is a common problem in the teaching of EFL (Chen &
Hwang, 2020).
Speaking is one of the most essential skills, along with reading, writing, and listening,
needed to practice learning a foreign language. It does not have significant educational
value, but it is generally seen as a limit on a speaker’s skill. It is then developed in practice
based on mentorship, and it is a skill that all secondary school students should have.
Speaking capabilities can help you pass information, and stay in touch with others.
Teaching speaking is the greatest skill in teaching, and emphasizes the process of building
and sharing meaning through the use of verbal and non-verbal symbols in different contexts
and has been published as the path to building and sharing significance using verbal, and
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non-verbal images in a setting. Speaking is the foundation of foreign language teaching,
and learning (Chaney, 1998; Depdiknas, 2007; Kayi et al., 2015). Achthe (2015) says that
speaking is the most important skill for any language student to understand. The main
purpose of acquiring such linguistic skills is to achieve a high degree of acquisition of the
language, and to establish language in oral communication.
Motivation is the basic component in students’ learning to achieve the progress point.
Nunan (1999) has expressed that inspiration can easily influence the students' hesitance to
speak English. In this sense, inspiration is investigated as a fundamental factor that prompts
fruitful communication. Many investigations have demonstrated that students with high,
and solid inspiration to succeed are ready to drive forward in learning, and accomplish
great, and better results when contrasted with students who have an absence of inspiration
for achievement (Nijat & Subramonie, 2019).
Performance is another construct supporting peer feedback in (Vygotsky, 1978) zone of
proximal improvement, meaning that students can advance toward their ideal level of
learning through collaboration with their developed peers (Lee, 2008; Wood, Bruner &
Ross, 1976). According to Vygotsky's theoretical point of view, in this way, peer feedback
is a communication activity with the possibility to improve students' English-speaking
performance (Tseng & Yeh, 2019).
One of the most crucial communication abilities in the world is the ability to speak. It is
employed by people to communicate significant details about another individual. We should
learn and use English, in particular, if we want to communicate with individuals in other
countries. To help kids develop their language skills in the future, it is crucial to teach them
to speak in the classroom. They acquired the ability to communicate with their friends. In
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this age of globalization, this is the most crucial method for them to build ties with certain
foreigners. Understanding what others are saying, utilizing language to convey one's own
thoughts and feelings, and responding to spoken language all fall under the umbrella of
listening. English is widely used in practically every aspect of life, including commerce,
trade, education, tourism, etc. It is recognized as a foreign language in the school curriculum
because it was designated as Indonesia's first foreign language. According to Argawati
(2014), speaking is a tool used by people to interact with others. Speaking, on the other
hand, is defined by Mart (2012) as having the ability to speak, express, or exchange ideas
using language. According to Brown (2004), speaking is a productive skill that can be
directly and empirically observed; however, these observations are invariably influenced by
a test-takers accuracy and effectiveness with regard to listening, which inevitably
compromises the validity and reliability of an oral production test. According to Brown
(2004), speaking is a productive skill that can be directly and empirically observed;
however, these observations are invariably influenced by a test-taker's accuracy and
effectiveness with regard to listening, which inevitably compromises the validity and
reliability of an oral production test. Students can share information and express their
thoughts and feelings through speaking. The core of human communication is talking, since
it allows people to interact with one another most directly. According to Imam Fauzi
(2017), proper and effective listening skills allow for the gradual development of active
speaking talents. To put it another way, participation in a debate requires at least two
people who must both listen and speak (Crisianita & Mandasari, 2022).
Speaking ability, which is employed in communication, is the most important language skill
for EFL students to learn (Pranoto & Suprayogi, 2020; Mulyono, 2019). Speaking is
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regarded as the second-most productive talent in the context of EFL, after writing abilities.
It is designed to actively develop ideas and information through language (Pae, 2017).
Because of this, the listener can comprehend until they are able to respond to what they
have heard during the learning process (Khodabandeh, 2018). Anxiety (Mulyono, 2019), a
lack of confidence (Aprianoto & Haerazi, 2019), a lack of desire (Pae, 2017), and
inadequate linguistic competence (Road & Samutprakarn, 2019) are communication issues
that EFL students encounter. Interestingly, when EFL students communicate with native
speakers, this nervousness becomes their biggest issue or accented speakers who sound like
natives (Galante, 2018). Speaking anxiety among students has a crippling effect on them
and prevents them from speaking. They had a mental block, chose to remain silent, and felt
inferior to other conversationalists (Jupri & Haerazi, 2022).
Speaking is an oral language, claims Saputra. After hearing noises, words, phrases, and
sentences gleaned from their surroundings, students can talk. They can use that capacity to
create and communicate meaning through verbal and nonverbal symbols in a variety of
circumstances. They can also utter articulation sounds or words to convey and
communicate their feelings, thoughts, and ideas. They can access many affairs with the aid
of effective speaking abilities. Additionally, the process of teaching and acquiring a
language produces the talent for speaking. If pupils are proficient speakers, it will be easier
for them to interact with other students in a classroom. They should focus on accuracy and
fluency when speaking English if they want to be good speakers. Vocabulary, grammar,
and pronunciation are all related to accuracy (Muamaroh & Rahayu, 2022).
Speaking is a crucial part of the curriculum in the teaching of second and foreign languages
since it enables students to communicate with others in the target language. However, for
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people who are learning a language, particularly those who are doing it as a foreign
language, finding opportunities for them to practice their speaking and interpersonal skills
in the target language might be difficult. It can be challenging to find an interlocutor
outside of class, and the classroom typically only offers a small amount of time for
individual speaking practice (Timpe et al., 2022).
In higher education, student motivation is a critical issue, particularly in light of the
importance of academic achievement for future career prospects. For students to succeed in
their academics, motivation plays a crucial part. Students are incapable of learning if they
lack motivation. Reid (2007) pointed out that learning is more successful when students are
able to create self-motivation. Motivation that pushes pupils to put in their best effort in
their studies is essential for effective learning. Effective learning development is similar to
building a house out of individual bricks; a house needs strong foundations to avoid
collapsing under pressure (Reid, Motivating Learners in the Classroom: Ideas and
Strategies, 2007). Motivation is the process that sustains and inspires goal-directed effort. It
entails objectives that drive forward and inspire action (Schunk et al., 2008). Countless
studies and experiments in human learning have shown that motivation is a key to learning,
according to Brown (1987) and (Seakkeav, 2015).
One kind of intrinsic transmission mode is motivation. It can inspire and motivate pupils to
learn until they attain success in their academic endeavors (Harmer, 2001). It goes on to say
that pupils who receive encouragement and support from their family and the community to
learn typically succeed in their future happenings. Moreover, fostering a positive rapport
between educators and learners is crucial for inspiring pupils. Instructors must give their
pupils honest critiques while also accepting them without reservation. “Students will take in
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accurate feedback about their work as long as they feel secure in their worth.” (Lean, 2003).
Students require motivation to keep their learning stable since they will not quit school if
they are satisfied with what they have learned (Seakkeav, 2015).
English is spoken in Cambodia, and considered a common language for use in both the
neighboring countries for wider communication. From the researcher’s recognition, most
associations in Cambodia is in English, and most of the documents are in English. Igawa
(2008). Speaking is toward structure, and sharing which means the use of verbal and non-
verbal images in a combination of settings. In the future, speaking will be a fundamental
part of teaching, and learning speaking, On the other hand, is a student oral and should
naturally be engaged in any condition for accuracy and recognition is the goal to be
required after speaking restriction (Chaney, 1998; Brown, 2001; Sinari, 2015). For the
speaker to be noticeable, the students should master the recognition and accuracy, and be
aware of the student’s level in English speaking so that the teacher understands how to
teach it successfully. There are a few improvements in proficient speaking students. In
terms of the process of teaching speaking, it has been shown that thinking about
frameworks such as guided imagery, and the use of some activity cards, good speech, and
speaking exercises shows the speaking. Students argue that students practice imagination,
stating that students demonstrate in front of the class and provide analysis, allowing
students to become more powerful, and more important speakers (Swastika, 2013).
Motivation refers to the student's desire to get familiar with the objective language to
connect with the local area and culture, while instrumental inspiration relates to the desire
to become familiar with the objective language for a useful reason, for example, getting
into a school. It is thus clear from the vast measure of exams on the subject that the degree
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of English as a foreign language (EFL) students' inspiration depends on their attitudes
towards the English language, which thus impacts their learning achievement (Abdullah &
Ismail, 2019).
Performance is a common phenomenon experienced by EFL students, including those
studying English. Focusing on the issues, this review examines the relationship between
students’ foreign language speaking anxiety and speaking achievement. The educational
and learning measures are, for the most part, because of the effect of the guidance given by
the teacher to the students. As teachers are very much aware of the students' learning styles,
they can fine-tune their academic ideas to work on speaking performance (Rachmawati,
2020).
Cambodian Ministry of Education, Youth, and Sport first introduced English as a foreign
language into the Cambodian educational system in the late 1980s (Moore & Bounchan,
2010). Since then, it has taken off in the country, and is now taught as the primary foreign
language, displacing French. Any visitors to Cambodia will notice the presence of English,
whether in street signage, multiple media platforms, or as the common language used by
locals and tourists. It is primarily spoken in cities and by the middle class, who regard it as
an international language (Hashim et al., 2014).
The case of Cambodia exemplifies the conflict between a state financial constraint, the
prevalence of shadow education, and achieving the global goal of universal education.
Despite the fact that universal education is the primary focus of international education
development efforts, it has a long history in Cambodia, dating back to a 1911 decree signed
by King Sisowath. During this time, villagers' contributions to education were critical, often
in the form of food, money, or both, given to teachers (Bray, 1999). Despite this long
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history, compulsory, universal, and fee-free education did not become a government
priority until after the country's independence from France in 1953. The Cambodian
education system made significant progress from the early post-independence 1950s to the
early and mid-1970s (Bray, 1999). The country's education budget was increased during
this time period, resulting in a relative increase in teacher salaries (Bray, 1999). Although
state schools were given priority, modernized pagoda schools were also integrated into
Cambodian educational system (Bray, 1999). In addition, villagers assisted with
construction (Bray, 1999; see also Ayres, 1997). In the 1950s and 1960s, educational
reforms were not limited to infrastructure development; there were also curricular reforms
aimed at instilling Khmer character (Clayton, 2005; see also Whitaker, 1973). According to
Dunnett (1993), during the 1960s, Cambodia had one of the highest literacy rates, and most
progressive education systems in Southeast Asia. (As cited in Dy, 2004). Despite these
notable efforts to improve Cambodian education, the national and international community
educational development efforts in the 1950s and 1960s were quickly erased by the
geopolitical, and civil unrest that engulfed many Southeast Asian countries in the 1970s.
Cambodia had politically, and economically stabilized by the 1990s, after two decades of
war, civil conflict, and international isolation, and had renewed its efforts at educational
development, this time in accordance with the EFA, and goals, which were promulgated
concurrently with the country so-called re-emergence. This section provides a brief
overview of Cambodia's international education development agenda before and after 1990
(Brehm & Aktas, 2019).
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1.2 Statement of the Problem
In the context of learner performance and motivation, Igawa (2010) has shown that there is
a lack of research on the impact of English language teaching on Cambodian students,
especially the impact of English language teaching on secondary school students. The
teaching necessitates the attention of each student, who may have phonics and phonetics
limitations and problems of their own. This makes speaking instruction a boring procedure.
Instead of different skills for speaking, the difference is crucial for the input. In this way,
speaking assessment is time-consuming and unreasonable (Miller, 2001). Linguistic
communication includes short and weak pronunciations. It is illustrated by the use of an
indefinite use of words and expressions in a phonetic arrangement that is structured like a
language structure and a cover between one speaker and speaking. This makes the
instructions seem unthinkable (Nandan, 1989; Hall, 1993; Nuna, 2005). Although students
may gain confidence in using a new language by being allowed to edit their language, their
language will still be misrepresented. Uncertainty: When discussing the next language,
some students find it difficult to engage their unwilling acts. Notable problems are:
phonetic connectivity, structural problems that differ from the mother tongue, and the
inability of students to perform weak forms. Speaking in terms of the needs of the speakers,
the speaking is always compact. But helping students build oral communication skills is
remarkable, and even large classes or difficult circumstances are present (Torky, 2006).
According to the background and research focus above, the researcher identified the
research problem as: How is the students’ perception toward storytelling practice to
improve English speaking fluency?
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The student's motivation for learning is not determined by whether or not they will foster
good pronunciation. According to Sahatsathatsana (2017), having an individual or an expert
as the objective for learning English can impact the need and longing for local like
pronunciation (Marinova-Todd et al., 2000; Masgoret & Gardner, 2003; Bernaus et a.,
2004; Gatbonton et al., 2005).
The effects of foreign language anxiety have been investigated for a very long time.
Researchers and scientists discovered that anxiety has a debilitating effect on the most
common method of learning a foreign language (Horwitz et al., 1986; Scovel, 1978; Mak,
2011; Suleimenova, 2012; Tsiplakides & Keramida, 2009; Woodrow, 2006), which can
affect language performance in the long term and even disrupt language capability
improvement (Peng, 2014). Foreign language speaking anxiety needs to be consistently
focused on by second language acquisition researchers and teachers to assist foreign
language learners to suffer less anxiety to achieve their language goals. The dominant
problem that was affecting the students' speaking performance was linguistics, which
includes grammar, vocabulary, pronunciation, and fluency in speaking performance (Liu,
2017).
This implies that EFL in Cambodia is still experiencing issues. Due to the fact that
linguistic, cultural, and functional diversity associated with English today challenges some
of the fundamental assumptions of EFL and requires that we revisit our pedagogical
practices, innovation in EFL has therefore become essential (Su, 2021).
Lack of enthusiasm to learn English is one of the issues that first-year students at a
university. This issue is brought on by the students' lack of self-assurance, low self-esteem,
and negative attitude toward the English language, and it calls for professional assistance
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from their professors in the form of the use of the proper motivational tactics (Elashhab,
2020).
The system is not entirely producing the caliber of competent personnel the industry
requires due to a lack of quality assurance and assessment mechanisms, outmoded training
methodologies, inauthentic industrial experience of educators, inadequate infrastructure and
equipment, and applicable regulation. Graduates frequently lack fundamental competencies
like reading, writing, speaking, listening, computers, communication, teamwork, and
problem-solving ability. Additionally, first-time employees receive little practical life or
work experience during their training. To raise the standard of training, greater funding and
innovative management techniques are required (Au & Greco, 2022).
However, there hasn't been much research done in Cambodia on the problem of reading
English. However, the root causes of high school students' poor reading comprehension
have not yet been fully determined. What has been discovered thus far are only a few
fragments of small articles pointing out the causes of the problems that might be related to
English learning problems, such as the lack of authentic materials, the limitation of
teachers' qualifications, poor learning environments, and lack of motivation? (MoEYS,
2013). Although this issue is not new for certain nations, it is nevertheless important to look
at it because so little research has been done to help identify the issues. To improve English
education in Cambodia, identify the root reasons and take appropriate action to address the
issues (Dara, 2019).
Speaking is one of the linguistic abilities that language learners should work to acquire. As
foreign language learners, we should prioritize mastering our English-speaking abilities,
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according to Richards (2018). Speaking is not an easy ability to master because its goal is
difficult. Students, however, show little enthusiasm for using English. Additionally, some
students believe it is awkward to communicate in English with someone who speaks the
native language fluently, while other students exhibit timidity. Additionally, some
instructional strategies employed by some English teachers do not improve speaking
abilities by allowing students to directly communicate their thoughts. As a result, recent
graduates have a lot of trouble using the language in regular interactions at work.
Additionally, their inability to compete for jobs due to weak English proficiency,
particularly in interview tests, limits their options (Amer, 2013). Unfortunately, many
schools in the Karongi District do not encourage students to improve their English-
speaking abilities by developing engaging media and activities that require them to actively
participate in speaking, such as debates. In light of this, the purpose of this study is to
determine how debate can improve speaking skills among secondary-level students in
Rwanda who are learning English as a foreign language (Mwiseneza & Habanabakize,
2022).
A person's ability to communicate socially depends on their ability to speak. However, due
to factors including the strong influence of the grammar-translation technique, the scarcity
of native speaker teachers in EFL classes, and the size of the class, it is a skill that is
frequently ignored in the English as a Foreign Language (EFL) classroom (Nation, 2011).
In the case of Cambodia, few, if any, works of literature have directly addressed the
difficulties in teaching and developing English-speaking abilities in EFL classes, despite
the fact that some have emphasized certain circumstances of language education programs
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in general. However, pilot research conducted at the start of this study revealed that the
most prevalent causes of Cambodian learners' subpar speaking abilities (Nget et al., 2020).
When students write or talk, they have the opportunity to practice language production
safely, experimenting with the various languages in various genres that they will use on
some future occasion outside of the classroom, according to Harmer (2004). It implies that
in order to satisfy their demands going forward, they will need to be able to communicate
effectively. In order to prevent blunders, students should be aware of the things that make
public speaking challenging.Speaking can be challenging at times due to some aspects of
spoken language, as described by Brown (2001). Clustering, word redundancy, form
reduction, performance factors, informal language, delivery rate, and interaction are the
elements. It is imperative that students comprehend these six criteria in order to prevent
mistakes. In order to steer clear of the errors, pupils should practice to resolve the difficulty
of speaking by knowing the speaking strategies (Munawaroh, 2022).
According to Harmer (2001), in order for pupils to overcome problems, they must be aware
of speaking tactics. The techniques can assist the students in avoiding errors. Additionally,
the tactics aid in their speaking fluency training. It is intended that by understanding
speaking qualities, particularly those that make speaking challenging, students will be able
to make sense of what to do. It does, in fact, imply that their teachers must mentor them in
order to prevent errors. Here, the instructor can assist them by giving the pupils effective
speaking techniques. Consequently, educators will have an opportunity to ensure that their
kids pick up the language in a proper manner (Munawaroh, 2022).
1.3 Research Objectives
The objectives of this research are three fold:
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The general objective of the study is to investigate the students’ perception toward
storytelling practice to improve English speaking fluency. Qualitative research focuses
on the importance level, urgency, and reliability of the problem. Therefore, this research
will be focused on the ESC students’ perception of storytelling practice to improve their
English speaking fluency. It includes students’ perception in some components of fluency,
such as cognitive fluency and utterance fluency.
1. To explore the effects of student motivation through teaching speaking.
2. To identify the student's performance through teaching the speaking of secondary
school. Students at the private schools in Phnom Penh, Cambodia.
3. To determine student motivation, and student performance through teaching
speaking.
1.4 Research questions
Based on the research objective above, the folloing research questions are formulated:
1. Is there a design of learning activities using communicative language?
2. Is there a performance of students in using communicative language?
3. Is there a relationship between a design of learning activities and students
perfoermance and motivation?
1.5 Hypotheses of the Study
H0 1. Cambodian, There is no relationship between motivation and teaching speaking.
H0 1.1. Cambodian, There is no relationship between intrinsic and teaching speaking.
H0 1.2. Cambodian, There is no relationship between extrinsic and teaching speaking.
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H0 2. Cambodian, There is no relationship between students’ performance and teaching
speaking.
H0 2.1. Cambodian, There is no relationship between self-assessment and teaching
speaking.
H0 2.2. Cambodian, There is no relationship between peer-assessment and teaching
speaking.
1.6 Theoretical Framework
Previous communicative language teaching (CLT) theory (Lantolf, 2000), the theory of
activity by Engeström (1999), and the experience learning theory (Kolb, Boyatzis, &
Theynemelis, 2001) are the the subjects of the current study. These theories are used by
CLT scholars since it is said that they are intended to direct learning in order to make
activities meaningful and outcome-oriented. Since cultural adaptation has been
acknowledged as the most crucial factor in development since the region's industrialization
began, the study used the fundamental ideas of CLT to examine how English is used as
CLT in Cambodia. Through language, CLT facilitates cross-cultural engagement in
learning environments. One of the essential components that leads to the learning process is
the connection between educators and students. The development of communication skills.
CLT that language is a phenomenon built up in society. Language can be learned if students
socialize with their peers. This means that teachers must ensure that students participate
through English lessons activities, discussion, and collaboration. This is possible if the
teacher uses CLT activities to help students to interact (Doeur, 2022).
According to Ryan and Deci (2017), SDT is a macro-theory of motivation that aims to
explain how sociocultural factors can support or detract from people's motivation and
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involvement. By meeting their fundamental psychological needs for autonomy,
competence, and relatedness, one's immediate social environment and significant
individuals within it, such as teachers in the school context, are said to have a significant
impact on their motivational beliefs (Ryan & Deci, 2020). According to Ma et al. (2018),
teachers have a significant impact on creating safe learning environments in the classroom.
The theory of second language acquisition (SLA) was invented by Krashen (1981). The
theory of second language acquisition is the basic area that the researcher will research for
the purpose of this quantitative combination of the foreign language acquisition hypotheses.
As developed today, the foreign language control hypotheses can be seen as part of the
research hypotheses. It can be analyzed and applied rationally. Appropriately, in the case of
a predictable hypothesis, it incorporates several theories or hypotheses that are identified
with the starting information. These theories can be supported by using any of the
confusing processes in invented data. However, the assessment of this theory is requested
for the completion of research scholarships to choose which framework it should be used in
schools (Saville, 2009). Students' perceptions from the third strategy of students' motivation
to control their performance do not depend on all students' performances. Speaking depends
on the part of the data and students' perceptions on the teaching of students of language and
students of speaking languages. Students' perceptions: while the results of predictive
research appear in great detail, the teaching students’ motivation is less well received and
shared. Communicate the language teaching as frequently as the trusted professional side
allows, so that students teaching can provide procedures and data habits to tell students for
research on interests other than the regular part examined. Initial help for the new technique
was not expected to come to light (Lin, 2014).
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The Acquisition-Learning, Natural Order, Monitor, Input, and Affective Filter are
Krashen's Five Hypotheses. All of the hypotheses were centered on learning scenarios that
would improve language acquisition. According to Krashen's acquisition-learning
hypothesis, adult language learners can internalize the target language by developing both a
subconscious and a conscious process. Fluency in a foreign language can be learned
subconsciously in the right learning environment, whereas correctness can only be learned
consciously through the teaching of grammatical rules. As an alternative, McLaughlin's
attention-processing model suggests that the primary method for learning is the learning
process, controlled by an automatic processing system. The third model, Long's interaction
hypothesis, identifies input and interaction as the two key elements of the acquisition
process (Rao, 2020).
The generalizability theory was invented by Cronbach and Rajaratnam (1963). In the
foreign language implementation of the assessment language, several guidelines may affect
the chances of a collaborator's achievement in speaking. The potential for holding the
generalizability theory (G-theory) (Brennan, 1983; Shavelson & Itbb, 1991) and several
important estimates (Linacre, 1989; Linacre & Wright, 1993; McNimportantara, 1996) is
investigated in this assessment. In the progress of the guideline-based assessment
framework, this illustrates the development of key assessments regarding the general duties
of these procedures to a limited study. This is indicated as a universe of high sensitivity.
The Generalizability theory (G-theory) is then planned to examine the general impact of
these highlights on speaking students' performance data. This approximation determines the
extent to which the different parts derive from the mean square in the assessment of
variance. It will not be the individual effects that are the objects of the estimates in (G-
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theory) theoretical terms and points. Partial changes were assessed for the involvement of
the necessary effects, and evidence. All these areas of progress demonstrate a universally
accepted pattern of recognition and are associated with single observations, and the general
effect of a single fan or a single task on a human score (Lynch & McNamara, 1998).
Speaking has been estimated by a few measurements, taking into account correlations of
culture across nations. With regards to correspondence, speaking can impact
correspondence styles, just as understanding of another non-verbal communication, and
speech (Kelly, 2018).
Self-determination theory was created by Deci and Ryan (1980). Self-determination theory
focuses on physical and extrinsic motivation in physical activity. The most important
guideline of self-determination theory, when applied to exercise, is that teaching can be
both natural and every student's motivation. Natural motivation involves engaging,
exchanging tasks, enthusiasm, and the fulfillment, and it provides. In contrast, extrinsic
motivation describes the exercises that are done to achieve an isolated result, and for
learners, it is a grand prize, a voidance of discipline, or an achievement of recognition or
validation. Since the elements and outcomes of internal and extrinsic motivations are
different, students speak to each other independently before applying their insights to
change the type of student practices. Intrinsic motivation is a concept of living that is being
shown to have life forms within them the freedom to learn to monitor students and to
practice their abilities. Motivation features speak to this concept in SDT (Ryan & Patrick,
2009).
Constructivism theory was invented by Piaget in 1952. The use of self-assessment is
supported by the learners' theory of creativity and autonomy. Constructivism holds that
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knowledge is actively constructed by individuals. The innovative students' perceptions are
based on the concept that knowledge is internal and the students' preferences belong to the
individual. Not absolute knowledge. Different individuals will have a different
understanding of student learning and will create their students' preferred meaning. Chen
(2008) noted that in line with these constructive students’ perceptions, students actively
engage in discussions about how their performance will be evaluated, reflecting on the
teaching accomplished with the help of friends or replies (Chen & Chen, 2009).
From the speaking approach to the communicative approach, theories of foreign language
writing have undergone numerous alterations. For instance, writing was regarded as a
supporting ability that may strengthen the retention of language structures throughout the
speaking era (Reid, 1993). Additionally, the speaking approach defined learning to write in
a foreign language as understanding the vocabulary, grammar, and cohesive device of a
model text and saw writing as a coherent arrangement of words, clauses, and sentences
constructed according to a system of rules. The structural and behaviorist learning theories,
which viewed writing as a product and the process of copying and modifying the texts of
models, were combined to create this perspective (Adugna, 2019).
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Figure 1.1 Theoretical Framework
127
Self-determination theory
on motivation
(Deci & Ryan, 1980)
Constructivism theory on
performance
(Piaget, 1952)
Generalizability theory
of speaking
(Cronbach et al., 1963)
Theory of second language
acquisition
(Krashen, 1981)

1.7 Conceptual Framework
This study, according to Dincer and Yesilyurt (2017), the instructor serves as the primary
motivator in the classroom. Additionally, a supportive learning atmosphere fosters self-
motivation and improves academic success (Joe et al., 2017). As a result, perceptions of
teacher-student interactions in the classroom are frequently thought to be related to
students' motivational beliefs (Koca 2016; Liu & Chiang, 2019). Positive teacher-student
interactions, in particular, are an external source of motivation and adjustment and support
good learning habits. A close and high-quality relationship is defined by both the giving
and receiving of autonomy and relatedness satisfaction, according to Relationships
Motivation Theory within SDT (Reeve, Ryan, and Deci 2018), which explains what makes
a high-quality and deeply satisfying interpersonal relationship. Pupils' perceptions of
teachers' actions, A student's subject-related motivational variables, such as self-efficacy
(Ma et al., 2018; Xia et al., 2022), intrinsic motivation (Ma et al., 2020; Xia et al. 2022),
and extrinsic motivation (Ma, Du, and Liu 2020), are related to their support from teachers,
in particular. According to Ma, Du, and Liu in 2020 and Xia et al. in 2012, students may
believe that their teachers are kind, helpful, and trustworthy if they feel that way about
them. The more support that struggling students feel from their teachers, the more
motivated they are, which may lessen the detrimental effects of low motivation on their
performance. As a result, SDT offers a framework for connecting the connections between
teachers and students, motivation, and the academic success of challenging learners (Ma et
al., 2022).
Theory of speaking. When it comes to high school, and high school students, speaking is
the most difficult ability to master. When students try to talk, they experience anxiety. It is
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due to the poor teaching methods of the teachers and the lack of enthusiasm for the
students' English learning. Communication skills (Nopiani, 2014). In addition, the use of
media is a contributing factor to this problem. (Hadi, 2015). However, pupils also need to
think about sentence structure and grammar when practicing speaking. In this instance,
students converse in English within the classroom setting. Students are therefore expected
to be able to speak clearly while taking role play considerations into speaking (Siahaan,
2022).The research has two dependent variables such as student motivation and student
performance that depend on one independent variable: teaching speaking.
Figure 1. 2 Research framework
1.8 Operational definitions
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Independent Variable (IV)
Speaking:
Responsive:
Role play
(DV2)
Performance:
(1) Self-assessment
(2) Peer assessment
Dependent Variables (DV)
(DV1)
Motivation:
(1) Intrinsic
(2) Extrinsic

In this study, the researcher used some of the following key terms:
Motivation
Motivation is an enthusiasm for doing something or the need or reason for doing
something, and it is a factor that is highly discussed, and demonstrated in determining
language success or failure (Gardner, 1985; Dörnyei, 2003). It is often cited as an important
psychological factor that greatly influences the language learning process (Dincer &
Yesilyurt, 2013).
Performance
Performance is how well a person does a piece of work or activity, and enhancement of
data seen on a repeated task involves two dimensions of students’ performance: self-
assessment, and peer assessment. Learning, and practice can be particularly affected by
analysis (Kulhavy & Wager, 1993). Research explanations without explanation can
improve students' performance, but not yet learnt, and the use of theory can influence the
information in learning effects or practices. Nelson and Schunn (2009) state that the focus
speaker is clear on practice.
Speaking
Speaking is like saying words, using the voice, having a conversation with someone, and is
one of four skills (writing, reading, and listening) in language teaching. Speaking skills,
according to Kaminskaya (2016), are a development that necessitates the integration of
multiple subsystems of this skill. For specific students, speaking is seen as a central skill
and focal point of the learning process. It is a system of building and sharing significance
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using visual and non-verbal images in context selection (Khairunnisa, 2017 & Achthe,
2015).
Role-Play
Role playing in the classroom is an excellent teaching strategy. One method for teaching
pupils how to talk is the role play technique. As even the weakest students would be
working in groups and would have the opportunity to select the position that feels
comfortable, it immerses the learners in real-life communication and allays their worries. In
other words, role-plays can help pupils improve their speaking skill and develop their
communication skills (Bouaziz, 2015).The section investigates eleven key areas, including
the introduction, the background of the study, the statement of the problem, objectives of
the study, research hypotheses, research questions, theoretical framework, research
framework, operational definitions, study limitations, and the significance of the study.
1.9 Significance of the study
The significance of this study is the important when research improvements in student
speaking, and students’ performance and motivation using language teaching. It can
provide EFL instruction in a specific language that demonstrates techniques that can be
used in the students' classroom to improve student oral students’ performance and
motivation related to speaking skills. Students to improve the students' English skills.
1. The study of the impact of speaking instruction on private secondary school student
exhibitions is extensive for parents, lecturers, and organizers for actual reasons.
2. The study may benefit the parents as these findings will suggest to parents what the
student's teaching theory is in terms of student performance. The study may be a
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benefit to different types of teaching and learning as this finding will allow them to
understand the effect that speaking instruction has on researchers’ practical practice.
This study may provide specific information that can be used to determine the
discussion of cases of speaking that should or may be allowed.
3. The study may be a benefit to all education and institutions as it looks to improve
the quality of teaching. Dissertation can be made as a rule to allow students to take
advantage of teaching while at a critical time taking care of their effects.
4. The study could add to existing information on teaching and this impact on
scholarship students’ performance. The findings of the study can be used to propose
additional areas of research in relevant contexts.
5. My research offers a comprehensive view of the benefits and drawbacks of using
critical pedagogies in circumstances like those seen in foreign schools. The research
organization estimates that there will be more international schools. This indicates
that the educational sector is expanding significantly. An important indicator of the
changing transnational education systems and the increasingly diversified global
society is the linguistic makeup of international schools.
6. The second grade marks the beginning of language instruction in primary state
schools, which lasts through higher education. For many students, the results of this
language acquisition process fall short of expectations. Some kids perform better
than others during this process, while others suffer greatly. It is vital to assess the
state of motivational research in Cambodian EFL context because the achievement
difference between learners may be caused by a number of factors, motivation being
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one of them. Additionally, it is anticipated that presenting the results of current
research studies holistically will help future studies contribute to the literature by
giving a greater understanding of language learning motivation in EFL situations.
7. For the Students
This research is expected to make the students aware of the essential role and
feeling the benefits of role play in improving their speaking ability, and also to
make the students interested with speaking skill.
8. For the Teacher
This research is expected that the teachers are able to use role play for teaching
English, especially for speaking skill and will be able to give suitable exercise that
can be improve the students’ ability in speaking.
9. To the institution
The outcome of this study is expected to be able to give a contribution in term of
technique of speaking that will be socialized to the English teachers of high school.
10. Theoretically
Role play can be used to help the students to increase their speaking skill and also
their motivation to speak as a target language. The findings of the present
investigation are really expected more empirical evidence in investigating the
effectiveness of role play in speaking skill of the seventh grade students of the
school in academic year.
11. Practically
The findings of the present study are expected to give a contribution especially role
play to the English teacher of the school to improve the students’ speaking skill.
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The teacher is hoped to be able to apply this strategy in classroom on speaking
class.
1.10 Scope and Limitation of the study
The research is subject to several limitations:
The research will be conducted at one of the private secondary schools in Phnom
Penh, Cambodia. The samples are limited to 100 secondary school students from
the first and second semesters. Sampling has been conducted for the implementation
of a Design of Learning Activities Using Communicative Language Teaching to
Build Students English Speaking Skills among Cambodian English private
secondary schools.
Coming up next is the requirements of the study; the assessment relied upon the
information to be collected from students and teaching in private secondary schools.
The responses of the students could show the benefit of the government approach
on teaching speaking in private secondary schools.
1.11 Layout of the Study
This chapter discusses the background of the study and the main research problems.
Then, it proposes several solutions to these problems concerning the perceptions of private
secondary students towards teaching speaking motivation and performance. Also, this
chapter explained the objectives, questions, hypothesis of the research, and theoretical
framework.
The layout of the study was: 1) Chapter 1: Introduction; 2) Chapter 2: Literature
Review; 3) Chapter 3: Methodology; 4) Chapter 4: Results of Empirical Findings; 5)
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Chapter 5: Discussion of Empirical Findings, and 6) Chapter 6: Conclusion and
Recommendation.
The next chapter (Chapter 2) will review the theories and findings of the existing
studies related to the educational system in Cambodia, English education in Cambodia,
definitions of the importance of student motivation , performance, teaching speaking, role-
play and academic performance, correlations between the perceptions of private secondary
students towards teaching speaking motivation and performance; and so on. Finally, the
most important thing would be to review the empirical studies to find this study's research
gaps.
CHAPTER TWO
LITRATURE REVIEW
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This chapter reviews the literature based on the current studies of an overview of the
Cambodian education system; an overview of Cambodian High Education, English
education in Cambodia and the definition of the current studies in the area of perceptions of
private secondary students towards teaching speaking motivation and academic
performance; the correlation between the independent and dependent variables; empirical
studies; and research gaps respectively. The related research factors, and theories related to
English as a Foreign Language (EFL). In addition, the research associated factors and
research theories have been presented in this chapter.
An empirical review examines prior research that is relevant to the current study and a
review of pertinent research that has been undertaken. The purpose of this project is to use
role playing to help students become more proficient speakers. Other studies have found
that using the role-playing strategy in the teaching and learning process can help students
become more proficient speakers. The researcher conducted the current study using those
preliminary investigations as a foundation. There is a description of the relevant studies that
are cited (Nopiani, 2013).
2.1 An Overview of the Cambodian Education System
Cambodia’s infrastructure was completely shocked during the Khmer Rouge era, and the
country was reduced to a rude state (Ponchaud, 1978). There was no religion, no money, no
education, no schools, no freedom of speech, and no regard for human life. Bureaucracy
and industrial productivity were not attractive to the Khmer Rouge. Between April 17,
1975, and January 7, 1979, and 90 percent of all school buildings were destroyed, and 75
percent of all instructors, professors, and educational administrators were liquidated,
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according to Hirschhorn et al. (1991) and MoEYS (1990). It was entirely out of the
question to study a foreign language (Neau, 2003).
To achieve these long-term goals, Cambodia integrates them into its medium-term technical
and program approaches through the requirements present in the Education Strategic Plan
(ESP) and the Education Sector Support Programs (ESSP). These programs rely on
programs to change the implementation of changes through the annual framework and
programs in change and are driven by the implementation of an annual distribution
overview by the government and this sponsor and organizational units. Cambodia's
education exchanges are being pushed by the Ministry of Education, Youth and Sport,
including additional guidance with sponsors and NGOs to understand the region-wide
approach to goal setting, usually requiring formal education. The transition from donor to
association occurred in 2001, and the Ministry of Education, Youth and Sport (MoEYS)
adopted the (ESP) and (ESSP), which outline the student national concept of planning and
how the legislature will communicate with providers (NGOs) to achieve system focus. In
December 2005, the Ministry of Education, Youth and Sport announced this 2006-2010
plan with the following requirements: Access to reasonable preparation. Also, the quality
and capabilities of the organization's institutional progress and working points for
decentralization Change the plan to reflect the need to participate in the advancement of
instruction by improving the instructional materials, the educational process, and the
structure of the organizational system as best as possible (Bunlay et al., 2010).
After the fall of the Khmer Rouge regime in January 1979, the government retained key
government officials to establish a speaking structure without a plan (Kiernan, 1982;
Mysliitic, 1988; Ayres, 2000). The guidance, and the speaking sections are included with
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the money involved and the help obtained from the speaking. The introduction of the
completed guidance is not focused on modernizing the structure to reach the next step of
globalization, but on shifting the political framework from the state economy to making
money-related markets. The 4 + 3 + 3 organizing system, which was established in 1979,
shortly after the fall of the Khmer Rouge regime, reached 5 + 3 + 3 and 6 + 3 + 3 in 1996.
There is a lot of basic preparation, and the three-year required guidance forms a total of
nine years of central guidance. Although there is no formal report describing key guidelines
in Cambodia, the constitution states that the state is committed to providing basic
preparation and assistance to all students at a 9-year rate. This provision is included in the
record of the various processes, with the most notable change being the free participation of
the Kingdom of Cambodia in 1993. Ministry of Education, Youth, and Sport, 2003, 2006.
In terms of system design in 1979, the organization's conceptual plan for young students
presented a huge challenge for the Cambodian government, both emotionally and
quantitatively. As a participant in the EFL action, the Cambodian government, with this
special budget and investment, has implemented significant changes. This section presents
and analyzes the system of change, guidance, and policy setting in terms of money and the
overall outlook, which is followed by several achievements and advances that help to
strengthen reform. The facilitator for the transformation of education in a broader sense is
not far from the norm. Wilson (1973) and Morgan (2013) combined their efforts. Narith
(2008) focuses on access and quality. While the opportunity for change implies an
advancement of teenage education that provides little appreciation for gender, geography,
wealth, and students' motivation, the quality of change relates to the effectiveness of the
system by improving the concept of teaching materials and activities (World Bank, 1995).
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However, there have been two or three increases in politics, money-related issues, and
general issues in each of the educational exchanges in Cambodia. The advance to a free
market economy in 1993, after which the United Nations promoted the political race, had a
major impact on the organization. The most obvious impact is on the content of the
instructional program. The constitution of the Kingdom of Cambodia, incorporated in 1993,
incorporates various articles related to the directive. Article 68 of the constitution states that
the state will provide basic and necessary arrangements to all students in schools that
finance the government because of the interests of the residents and the ability to guide and
organize the incentives through action. In addition, executive associations tend to speak
their content, presenting unclear strategies and languages to enhance the concept of
approved guidance. It is in this way that the government will regulate spending and
education at all levels (Chansopheak & Chapman, 2009).
Cambodia has a teaching base that is ready to be structured. Unnecessary demand for
teaching has prompted Cambodia to reduce the need for students to become teachers’
assessments. The Ministry of Education, Youth, and Sport identified the need for additional
teaching and developed a basic teaching plan based on the 12 + 2 guidelines (12 years of
teaching with two years of preparatory teaching in the neighboring city and 9 + 2. 9 years
of key preparation with two years of preparatory teaching in rural and remote areas). The
foreign school may have completed the 12 + 2 theory and high school teaching followed by
12 + 4 + 1, including higher education and one year of readiness at the National Institute of
Education (NIE) (Benveniste et al., 2008). Conditions for teaching in natural and remote
areas have improved as a result. According to Stanfill (2016), the great demand for teachers
in these remote areas is 12, while about 66% have a grade 9 in their class (Bernstein, 2008).
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Since the Paris Peace Treaty in 1991, there has been a significant shift in Cambodian
society as a whole. The establishment of the United Nations Transitional Authority in
Cambodia, known as UNTAC, has unmistakably changed Cambodians' perception of
English as a globally significant language. The existence of NGOs and international aid
organizations whose primary language is English is one factor that has contributed to the
need for English. Furthermore, those in the administration unit must communicate with
donors and other foreign organizations that primarily use English as their official language.
To work with those operators, all levels of household specialists must learn English. Apart
from these reasons, the government needs to communicate with the ASEAN nations, all of
which use English as their primary mode of communication (Clayton, 2007). Furthermore,
Cambodians are clearly convinced that anyone who can communicate in English will have
a productive opportunity to secure great positions, earning a lot of money to help them
make ends meet. This reason has pushed a large number of people to start learning English,
and as a result, the number of classes, schools, institutions, and colleges has rapidly
increased across the country. Since then, English has become widely known among
Cambodian students (Mao, 2014) according to (Phoeun & Sengsri, 2021).
Cambodia has experienced increasing economic stability and growth in recent years, with a
population of approximately 16 million people and an annual population increase of
Following the Khmer Rouge period and the Paris Peace Agreement in 1991, it became one
of the world’s fastest growing economies and one of the best performers in terms of
poverty reduction (OECD 2018). According to the World Bank, it has progressed from a
low-income to a middle-income country. The privatization of most state-owned enterprises,
as well as the lack of restrictions on foreign investment, are two of the many reasons for
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this development. These issues are inextricably linked with improving public governance,
which necessitates capacity-building of human resources in the public sector (including
officials, teachers, and others), as well as a reduction in corruption and clear procedures for
public regulations and legislation (OECD, 2018). Current shortages of qualified human
resources, both in the public and private sectors, are not only a legacy of the Khmer Rouge
Regime, but also a result of the government policy of putting this topic on the back burner
for decades. Furthermore, the country's loss of highly-skilled inhabitants (the tertiary-
educated population) is only slowing. Education typically begins at the age of six and lasts
for six years. It is embedded in a general education structure of 6 + 3 + 3, which includes 6
years of primary education (Grades 1–6; compulsory). 3 years of compulsory lower
secondary education (Grades 7–9). 3 years of upper secondary schooling (grades 10–12;
eligible) (Bohlinger, 2019).
Prior to French colonial rule in Cambodia from 1863 to 1954 (Haque, 2013), the country
was one of the first in Asia to incorporate religious concepts into socio-political institutions
(Dy, 2004). Buddhist leaders were regarded as teachers in educational institutions (Dy,
2004). By the 12th century, this system had spread, providing basic primary education
based on Buddhist principles of family, civil society, and basic literacy and numeracy skills
(Dy, 2004). At the time, teachers had to be Buddhist men, and temple school was only open
to the most prosperous men and boys (Dy, 2004). By integrating the French school system
during French colonial rule in the early twentieth century, the school system became
modernized and Westernized (Frewer, 2006). During this period, students were able to
pursue formal education (Lilja, 2013). However, with the introduction of students to
education came traditional codes of conduct and rules for men and women in terms of
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becoming good members of Khmer society, Cambodia dominant ethnic group, and
associated Buddhist religious practices (Dy, 2004). The Chbap Srey and Chbap Bros are
gender-specific codes of conduct that encourage a good man to be courageous, responsible,
and hardworking, and a good person to be caring, reserved, and quiet (Dy, 2004). Having
said that, while each code is intended for the separate use of men and women, their
depictions go beyond specific gender roles. According to some of my research participants,
such as Ary, Kalliyan, Leap, and Phhoung, these codes also encourage general ways of life,
such as being a good citizen and being kind to one's neighbors. It is not policy for these
codes of conduct to be taught today. It is at the discretion of the school/teacher and is most
commonly taught in secondary schools rather than primary schools, according to Thom, a
school director. Historically, society leaders (Buddhist teachers, community leaders, and
parents) were seen as having a responsibility for educating boys, both inside and outside of
the formal schooling system (Dy, 2004). It wasn't until the end of French colonial rule that
compulsory education for children aged 6 to 13 was implemented, and it was still not free
(Tan, 2007). The fact that it was not free is significant in terms of gender negotiations and
the cost-benefit analysis of parents enrolling their children in school. In March 1970,
General Lon Nol seized control of the then-current monarchy regime of Prince Sihanouk,
whose foreign policy was accused of supporting Communist Vietnam in a coup, declaring
the establishment of the Khmer Republic (Dy, 2004; Kissi, 2006). Great civil conflict
erupted with the rise of the Democratic Kampuchea regime, also known as the Khmer
Rouge communist regime, led by Pol Pot, who came to power in 1975 with the goal of
establishing a collective peasant farm society (Dy, 2004; Kissi, 2006). During the Khmer
Rouge regime, educational infrastructure and development were largely abolished, as were
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other social services, as the entire population was forced into army camps or collective
farms (Dy, 2004; Kissi, 2006). Formal education of any kind was abolished, and people
were divided into cooperatives based on gender, and age with the majority of children
working every day (Dy, 2004). Basic education was generally regarded as unnecessary
under this regime, with the majority of the population working in factories or on farms (Dy,
2004). Almost a quarter of the 7 million people were killed during this time period (Dy,
2004). Teachers, doctors, and general intellectuals were specifically targeted because they
were thought to be the most likely to successfully rebel, owing to their intelligence (Kissi,
2006). Following the defeat of the Khmer Rouge, the People's Republic of Kampuchea
(PRK), led by Heng Samrin, began to rebuild the country and its institutions (Dy, 2004;
Haque, 2013). International non-governmental organizations (INGOs) provided significant
assistance in rebuilding approximately 6,000 educational institutions and training thousands
of teachers in a short period of time (Dy, 2004). Measures of educational success were not
particularly focused on intersectional analysis as they continued into the late 1970s and
early 1980s, similar to the larger global development scene (Dy, 2004). For example,
enrolling children in school and increasing adult literacy rates were not evaluated in
conjunction with gender equality factors (Dy, 2004). This was later to be revealed as a large
oversight over deeper structural issues by donors and NGOs, especially in relation to
enrolment (Frewer, 2014). According to Tan (2007), the government of Cambodia's
Ministry of Education, Youth, and Sport (MoEYS) outlined the first Education Strategic
Plan from 2006 to 2010 to emphasize equitable access to education and increase the quality
and efficiency of education services, with a baseline goal of all children completing
primary schooling by 2010 with no dropouts (Stinson, 2017).
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It was not until the late 1980s that the quality of education began to gain ground, including
the development of lower secondary (grades 7-9) and upper secondary (grades 10-12) as
educational levels before university (Dy, 2004). However, in terms of directing gender
relations, it is worth noting that at this time, approximately 30% of children in any primary
school (grades 1-6) did not have a father, 10% did not have a mother, and 5–10% did not
have surviving parents (Dy, 2004). Overall, the country experienced more than 20 years of
violence, which had a significant impact on all aspects of life, leaving a population
suffering from post-traumatic stress disorder, with little educational infrastructure, and a
prevailing military presence (Haque, 2013). The curriculum was highly politicized at the
time, with specific anti-Khmer Rouge teaching reasons (Frewer, 2014). With the Paris
Peace Accords in 1991, this shifted slightly, and Cambodian educational development
shifted to a modern education system that imitated those taking place in the West at the
time (Frewer, 2014). Foreign aid donors had a large influence on the curriculum (Frewer,
2014). Overall, public spending on education increased steadily after the civil war ended,
rising from 10% in the outcome of the Khmer Rouge regime passing to 20.9 percent in
2010 (Un, 2013).
The Ministry of Education, Youth, and Sport (MoEYS) is responsible for the development
and planning of a balanced national concept known as the common areas and the two areas
of decentralized structures. Cambodia extended the introduction of the 10-year system to a
12-year structure: 1979-1986: 10-year structure (4 + 3 + 3) 1986-1996: 11-year structure (5
+ 3 + 3) 1996. To show: the 12-year system (6 + 3 + 3). A comprehensive guide, including
changes to the five-year education strategic plan, which incorporates the student national
education strategic plan, is being implemented. Eighteen provincial teaching colleges for
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the preparation of secondary education, six general teaching preparatory schools for the
setting up of teaching centers, and the National Institute for Educational Instructional
Assistants were established. So, these foundations have improved the number and skills of
trainees in teaching. Developing innovative strategies to address the ongoing absence of the
use of qualified teaching methods in rapid comprehensive teaching gets ready for teaching
selected from minority systems. Furthermore, a group teaching framework, job support for
task preparation, and reward programs among speakers are designed to expand student
enrollment and levels of student stability (Bunlay et al., 2010).
2.1.1 Challenges
One of the key of English-speaking skills are essential for students who want to drive better
(Alfallay, 2004). In addition, Richard (2008) places the majority of English as a
requirement, and Saylor and Caroll (2009) place it as an essential part of English as a
Foreign Language (EFL). Saylor and Carroll (2009) stated that speaking skills are the most
important ability that students need to support because it is the best way to communicate.
Ignoring the importance of students, they face many problems in learning and practicing
communication. Tuon and Mai (2015) found that students' speaking problems were
restricted to inadequate presentation of data, not high-club speaking, and the need for
language effects. Leong and Ahmadi (2017) recognized the restriction as the best way for
students to speak English. EFL students are repeatedly passionate when teaching, are
reluctant to prepare for misunderstandings, and, when speaking is not embarrassed by the
thought of a classmate. In addition, Lestari (2019) and Sequeira (2012) state that language
classes are challenging and there is student pressure. Together, those factors lead to very
low club speaking in academic texts based on the fact that all students are unwilling to
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speak up. Also, Hadidah (2016) acknowledged the psychological problems that students
encountered in the practice of speaking; the need for reassurance, stress, anxiety,
dissatisfaction, and dislike (Leong & Ahmadi, 2017).
Initially, Cambodian students in secondary school had to study English five times every
week in grades 7 to 9 and every week in grades 10 to 12 (Noy, 2002). Each of the English
language books for Cambodia (EFL) has two pages from 60 to 67 units were created with
this in mind. In 2010, the Department of Curriculum Development (DCD) increased the
number of English language classes taught for English language speaking and strategy
(LLS) and added 2 classes in reinforces (UNESCO) because of enrollment problems
(Fajariyah, 2009; Tited & Som, 2015).
The overall structure of Cambodian society has undergone significant alteration since the
Paris Peace Accord in 1991. Unquestionably, the appearance of the United Nations
Transitional Authority in Cambodia (known as UNTAC) has contributed to Cambodians'
perception of English as a language of worldwide importance. The existence of NGOs and
foreign aid organizations whose primary language is English has contributed to the need for
English. Additionally, members of the administration unit must communicate with donors
and other international organizations that largely use English as their official language. To
communicate with those operators, all levels of domestic specialists must learn English. In
addition to these factors, the government needs to communicate with the ASEAN countries,
all of which use English as their primary language of communication (Clayton, 2007).
Additionally, people in Cambodia are unmistakably convinced that anyone who can speak
English will have the fruitful potential to acquire outstanding positions and, consequently,
make a lot of money to help support their lifestyle. Many people have been motivated by
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this reason to start studying English, and as a result, the number of classes, schools,
institutions, and colleges has begun to rapidly increase throughout the nation. Since then,
English has become widely known among Cambodian students (Phoeun & Sengsri, 2021).
2.1.2 Developments and Solutions
Despite these teaching speaking is a productive and expressive skill of observation, and
these observations are covered by the clarity, and adequacy of the basic expression of
speaking in terms of the continuous quality and accuracy of age-appropriate speaking
(Alikhani & Bagone, 2017; Parmawati, 2018).
Speaking skills are one of the most important skills. This skill should be administered by
each student. Thornbury (2005) and Meilyaningsih (2015) state that speaking is a step-by-
step process that students think little about. English speaking skills are very much in
support of this life. Apart from considering how English is a subject that is required in
preparation for teaching, English is also an important language worldwide (Handayani &
Kumara, 2017).
Caroline (2005) states that speaking is an important oral communication skill among
students in the eyes of the general population. It is speaking that complements the usual
strategies for communicating with students, developing both speaking and structure for
speaking. Likewise, Simbolon (2019) states that speaking is the path to building and
sharing extensive verbal and nonverbal skills within a group. Janudom and Wasanasomsithi
(2009) explain that speaking involves changing the show of information or getting some
speaker’s thoughts and feelings into the language. Furthermore, practically speaking is an
activity used to provide or share information through speaking and to present a survey and
an oral feeling. In addition, Wilson (1990) states that speaking is a teaching and learning
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activity (Agustia & Amri, 2013; Kirmantoro, 2014). Speaking is the key used between
students in giving speeches. Similar speaking is a pathway to the construction and sharing
of verbal and non-verbal images in different ways (Paredes, 2017; Nguyn, 2012) and
(Burns & Joyce, 1997). Nazara (2011) described speaking as a response strategy of
separation in violation of acquired passions and sharing information. According to Armijos
and Pacheco (2017), the movement that applies has a lot of presentation; speaking is the
status-based activities and connected speaking (Azadi et al., 2018; Thornbory, 2005).
Speaking is a way of building and sharing the greatness of thinking. The use of both verbal
and non-verbal words in a collection of speaking is an important part of learning and
teaching English. Despite the criticism for one week, the speaking preparation was
minimal, and the English teaching continued to demonstrate in speaking as well as
meditation or speaking subjects (Iqbal, 2013). In education and speaking, acquisition
includes a variety of learning techniques that go beyond word-of-mouth acquisition, but
consolidation delivers a great deal of oral communication (Leong & Ahmadi, 2017).
Speaking tasks can be sensitive to the negative effects that foreign language-unacquainted
students may feel when speaking the target language. Speaking is a way of speaking to
others. The act of speaking in students’ lives is important considering how students cannot
live in general without speaking to others. Speaking is a technique of interaction that the
speaker hopes to develop, mainly through the acquisition and maintenance of information.
Speaking is the ability to make words in language practice. Speaking is a very important
skill that students have to practice. In light of the fact that in speaking, it is possible to
know a student’s ability to acquire a target language or English. Speaking is to express
confused thoughts by speaking. It shows that when someone is helping speak by using
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language as a vital means, teaching goes through what important (Utari, 2014) is. Speaking
is an oral communication skill used by students from secondary to senior high school. It
makes no sense to support a lot of vocabulary and sentence structure if the teacher cannot
use them to move on and succeed with speaking. Speaking is the process of communication
between two students, and speaking is a way to deal with the expression of the speaker’s
thoughts. In any case, getting stuck while speaking is not easy. There are some difficult
things to say. Students find it difficult to use English when their students ask them to go in
front of the classroom to speak, for example, to show something, suggest something, or do
business with a peer (Urrutia & Vega, 2010). Speaking is the use of a language like this.
Speaking skills are known and have the option to use spoken language in words. Make a
presentation (Sterba, 2014). Considering the above definition, Hansby (1987) could reason
that speaking is an important skill that is practiced by speaking. It is used for speaking with
each other (Arung & Jumardin, 2016). Speaking can generally be described as a technique
of sharing information, including the rate at which a speaker writes a prepared message and
a researcher who empties or receives the message, as proposed by (Pattanpichet, 2011).
Speaking is an activity that occurs when two students are busy chatting with each other.
That way, during a speaker, the system shares students' reflections, studies, or comments,
as demonstrated by Chaney and Kay (2006). Speaking is a way of building and sharing
comprehension through the use of verbal and non-verbal images in different ways. This
view suggests that communication processes are not shaped by verbal actions but are
facilitated through non-verbal feedback, for example, physical signals and learning
(Oktaviani, 2013). Speaking skills are not the foundation for students, according to
Pendidikan (2015). There are some problems that students look for in speaking. This
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problem unites students' limits; nothing to do with low or unbalanced theory and the use of
local languages. (Agustina, 2012) states that there are some difficulties in teaching English.
1. Difficulty in expressing words in a reflective manner.2. Limited vocabulary.3.
Limitations of attention, so it is difficult to argue with the correct standard. 4. Speaking is
limited to words, so it is difficult to express words that are communicated verbally and
without regard to the intensity with which one speaks for fear of closure. Also, the
Himalayan (2013) highlights five major issues in English speaking skills. 1. Attention 2.
Compelled to say 3. Only study English on a regular basis.4. Attempting to isolate5.
Dependence on English language activities at school (Zannah & Noormaliah, 2018).
Speaking is a step-by-step of life that one can never ignore. It is a relationship between two
or more students to share what is being taught in the student's mind. Speaking is a skill in
the English language that is the foundation of learning by students. Urrutia and Vega
(2010) emphasize that students should possess and develop language proficiency. However,
the two researchers acknowledged that establishing English-speaking students' commitment
in the UK was not easy. Focusing on the first comprehension, speaking is an English
language ability that is always mentioned in a class. The teaching center focuses on
speaking skills, not speaking, observing, changing, and developing as the skills are changed
in national speaking. Likewise, the teaching of the uncertainty of English-speaking
materials is limited to students (Lailyfiah, 2016). Speaking is a useful skill that is seen as
important. Some languages for students need to have a connection with language
acquisition. Through speaking, students can submit information and surveys and maintain
speaking associations. According to David Nunan, the speaker is an expert in oral
communication. It uses real-life verbal expressions to convey meaning. It is annoying that
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students can provide reflection and habits of knowledge to many students by speaking. One
of the goals of presenting English in speaking is to engage students in speaking properly.
But this is an important issue for professional students. This is based on the open data the
author receives in the classroom when teaching: Most students need to hear the intonation
of speaking rather than English, and students confidently use their neighborhood language.
Teaching recognizes that teaching is not worth speaking about. This is shown when
teaching is preferred over teaching what is required. Students find that speaking is the most
difficult skill to achieve (Handayani, 2018). According to Pthedana and Bahram (2017), the
speaking shows that there are speakers who give speeches to the crowd. There must be
motivation to choose the main point of speaking. By that point, motivation had been
transformed into substance. Through the interaction of this substance with the statements of
the language, a sentence is established (Pratiwi, 2014). Speaking is a part of language skills,
which are important and clear skills. Ordinary residents may judge a student with limited
English proficiency when they can enter English (Ur, 1997). Slow speaking usually means
repeating after a lecture, observing a conversation, recalling or doing an exercise (Shrum &
Glisan, 2000), according to Ayunda (2012). Sadiku (2015) described speaking as one of the
things to do to prepare students for speaking. It is a useful skill that will not be used when
the speaker selects the structural, verbal, and verbal features that will be used to make the
crowd understand the message (Brown, 2004). This is the most commonly used skill from
Thorunbury (2005) point of view, including the use of an oral guide to exchange
information. As well, it requires data on language, structure, whippings, phonetics, and
expressions to explain the reasons behind respectable associations (Galarza & Styp, 2019).
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Speaking is the ability to make a verbal or verbal formulation visible to the human speaking
or speaker, as mentioned in Samad (2014). Hervina (2017) describes recognition as the
ability to express themselves intelligently, decisively, and without unnecessary hesitation.
Sanaa (2014) states that speaking is a dual tolerance of simplicity, broadness, and limited
meaning. In a broader sense, nature is spread as a word of oral ability, highlighting the
point that is most highly expressed on a scale that measures the speaker’s level of
unfamiliar speaking, similar to the quality of achievement. In a limited sense, it specifies a
grant or part of an oral competency assessment (Hariyanto, 2016). According to Satria
(2016), in explaining how to achieve the goal of openness through speaking, there are two
points to consider in the linguistic data that are determined by the use of this data. Without
data in English, students will be against the inconvenience when trying to pass on the use of
English. Students are unable to provide accurate information in the case of teaching
acceptance in teaching without English skills. Students’ speaking, they need to practice
their English speaking and improvisation skills to explain the overwhelming numbers, both
in oral and invented (Ribas et a., 2015). Speaking is the medium of speaking and the
medium in which students speak with each other (Sidik, 2013). It is the most commonly
spoken ability a student needs to be handed over under normal circumstances. Generally
speaking, it is the ability to express something in a communicative language. It is
concerned with sectional considerations in order to get speaking and handling messages
that are sent. In this assessment, the pronunciation of speaking is one of the skills related to
teaching and learning the language (Thanghun, 2014). Concerning the development of EFL
students' speaking skills, a great deal of research has been facilitated to look at the areas
and systems that enable students to overcome students' ability to speak in English. A major
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study on improving students' verbal skills were based on three main areas: motivation,
learning processes, especially communication frameworks, and positive factors for
speaking skills (Heng, 2017). Two features of speaking ability are precision, and simplicity.
However, the need should be given for recognition or specificity in second language
education and student concepts (Tavakoli & Foster, 2008). Fluency implies a
straightforward relationship between different speaking sections. In English spoken, words
are effectively and quickly interconnected and address and linguistic elements, for example,
stress planning and emphasis, are used correctly and adequately by McGregor, Newman,
Reilly, and Capone (2002). In any case, certainty implies the privilege and use of language,
attention, and adequate explanation (Hammer, 2001), according to Sotoudehnama and
Hashamdar (2016). Speaking appropriately and among the activities for the improvement
of oral communication are among the major parts of the speaking class (Parvizi, 2017).
As demonstrated by Nunn et al. (2009), Speaking is an oral skill that enables immediate
speaking that can be explained to give importance. As students speak, students are
trustworthy and speak to each other. As demonstrated by Richard (2017), speaking is a part
of a linguistic association that is used to help speaking associations enhance information,
excite and contest critical commentary, and provide reflection on or access to speaking. All
things considered, speaking is determinative, demonstrating the ability to use language in
explanations for research to do with speaking, while according to Celle and Derakhshan
(2016), speaking is an amazing skill that should be taught to everyone and it is a skill that
students adjust to better speaking. The ability to speak is found by students in the teaching
speaking. They must make it easier for students to speak, especially in the speaking class.
Speaking is a path toward building and sharing remarkable ideas in the words and images
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of teams in settings. As well, speaking limitation can be communicated, such as the ability
to use language seriously to demonstrate the importance of receiving information from
speaking in any situation (Seftiani et al., 2019). Speaking is a language skill that should be
very successful in English. Speaking is a productive work skill, as is remembering data for
language. It is changing the consideration and assessment of something for a student. Luma
(2004) says that speaking is an all-encompassing development in which students use their
linguistic communication skills to provide students with preparation. Communication will
occur if there is a speaker and a crowd, and the message has a message to be forwarded. In
this way, speaking is a development to convey a message to students’ reflections or
possibilities (Ismi & Syafei, 2018). Speaking is described as a way to deal with the ability
to express or speak to estimate, a reflector to speak, and it remembers actions for the
speaker's habits such as mental, physiological, and physical scores. Hornby (1998) explains
that speaking is a process of building and sharing meaning through the use of words that
include actions such as speakers' decisions, possibilities, or considerations. In addition,
Chaney and Burk (1998) explain that speaking is the path to building and sharing
significance using both verbal and non-verbal images in a set of settings (Houhou, 2014).
According to the literature study, anxiety, risk-taking, and inhibition are the main causes of
fear, which can lead to speech difficulties (Bashir et al., 2011). There are some elements
that affect inhibition. 1) Grammar: According to Humaera (2015), learners are prevented
from speaking because they fear making utterances that are not grammatically correct. 2)
Vocabulary: According to Putri et al. (2020), one of the main reasons why students struggle
in school is a lack of vocabulary. 3) Pronunciation: Kelly (2006) notes that pronunciation is
crucial to producing precise information and meaningful communication in spoken
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communication. Hearing students pronounce a variety of phonemes incorrectly can make it
difficult for listeners to comprehend the content. 4) Shyness is another factor that causes
inhibition. It is a feeling that students typically have when they are asked to speak, so it
may contribute to speaking difficulties in the classroom. Speaking in front of others is a
frequent phobia that makes people shy, causes their thoughts to go blank, and causes them
to forget what they want to say, which results in most of them failing to perform, according
to Baldwin (2011) and Humaera (2015). 5) Self-confidence refers to a student's lack of self-
assurance, which typically develops when they believe their interlocutors do not understand
them or the other way around. As stated by Nunan (1999), any student who lacks of
confidence about themselves and English will suffer from communication (Houn & Em,
2022).
2.2 Defining Learning Speaking
Second Language Acquisition (SLA), Krashen (1982) created the term second language
acquisition in 1981.Second Language Acquisition (SLA) refers to both the study of
individuals and groups who are learning a second language after learning their first one as
young child and the process of learning that language. The additional language is called a
second language (L2), even though it may be the third, fourth, or tenth language to be
acquired (Saville, 2009).
This section narrows down the current foreign language hypotheses. To do this, it first
presents some important theories. The qualifications of learning, the theory of regular
request, and the monitor theories were looked at to some extent quickly, as teaching was
largely controlled by a few different books and applied at speech. In any case, the details
will provide the thinker with a thorough examination of the theories and types of evidence
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available to them (Krashen, 1982). The theory, which is an information hypothesis, is
perhaps the most incredible of the concepts in the foreign theory that holds the theory
today. It is among those that it seeks to respond to the blended theory of how it acquires
language. It is also worth considering how it can respond to the usual packet of common
problems in a foreign language without any guesswork (Truscott, 19960). Following the
change in information theory, it turns out to be the credibility of the stack with channel
emotion, a theory that relates to the fact that it is enjoying the foreign language acquisition
strategy. The foreign section of the site surveys the various areas that are recognized as
being associated with foreign countries and specifies achievements, such as degrees
Celsius, specific language level, and recipient age. It will be guaranteed to not be used in
the challenging part of the process while instruction appears to identify first or inability to
acquire a foreign dialect that activates a foreign language, confirming information theory
and stacking with channel emotion, the size of the data that the reader receives (Hinkel &
Fotos, 2001; Lin, 2014).
2.3 The Importance of Learner Generalizability Theory on English Speaking
The Generalizability Theory of Speaking was created by Cronbach et al. (1963). Many
language assessments inspire speaking performances that are evaluated by human raters.
The commonness of these evaluated estimations requires the utilization of proper logical
instruments, for example, G-theory, which can parse out and represent the inconstancy in
the raters' scores. Regardless of its prevalence in analyzing the consistency of an evaluated
language test, ideal applications of G theory necessitate completely crossed estimation
plans, implying that people are crossed with estimation aspects. In such ideal plans, the
primary impacts of people and individual aspects can be assessed independently. Also, a
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few impacts might be confused with others in the investigation of inadequately evaluated
information (Lin, 2014).
The difference component estimated from the G-theory is used for deciding how it wants to
confirm the measurement procedure. In addition, the G-theory allows us to evaluate the
invariant nature of viewing scores with different studies for settings that require relative
decision-making skills than what is required through decision-making. When a decision
about a relative of one of the speakers is made, it is called a "theory." It is decided that the
speaking exchange agrees with a common saying theory when deciding about the life of the
individual in terms of extrinsic, and extrinsic norms. When the relationship between the
plan and individual estimates is highlighted, conflicts arising from incorrect relationships
are resolved. A single-focus difference is addressed as a comprehensive for the necessary
effects for all angles, similar to the transition section for the association between the
highlights, and objects of estimation (Brennan, 1983; Salson, 2007) for future mention of
this difference. And then, the measure of reliability, which is solved using a variety of
mistakes and included as a general theory (G-theory) (Lynch & McNamara, 1998).
In the assessment of speaking, it is usually necessary to consider at least two points of
interest, especially the task and the evaluator. Theoretically speaking, the structure of these
estimates can be revised individually so that an association with the object of individual
estimation can be expressed by the speakers or internal reliability. According to Gener
(1992), the Generalizability (G) Theory alters collaborative task teaching (CTT). A
framework and system suitable for multiple syllables of concurrent blends of uninspired
security terms (Brennan, 2000). The current assessment has two major goals: To inquire
into the accuracy of the persistent estimation strategies used for spoken English from G-
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theory. To see the reliability of short-speaking without changing the psychological concept
of speaking Generalizability (G-Theory) (Brennan, 1992; Brennan, 2000). It is a defined
and operationalized logical structure that can distinguish multiple estimation angles,
including the object of estimation, usually researched while evaluating. Approximate (G-
theory) enables us to assess the general relevance of many of the estimates, surveys,
reliability, and prediction scores for different degrees of estimation, different speaking
angles, assessors, and interpretation of speaking scores. In addition, the quality of both the
standardized and generalizability (G-theory) and the supporting list is particularly suitable
for retrieving points from studies that perform both evaluators and include them as an
estimator (Lee et al., 2001).
With the general theory approach (G-theory), one asks learners if the observed estimates
are limited to the specific activity level of the situation, which will summarize each plan for
a similar situation. For example, is the score for this person reviewed by the learners on this
assessment opportunity, summarizing the mutual score for this person evaluated by an
appraiser on the assessment occasion? In a good case, each learner who has viewed this
person in some thought plan will yield significant points. However, for a variety of reasons,
such consistency is only required to a large extent. Many differences are frequent. Given
the difference in the investigation in masses of scores, (G-theory) joins researchers or
language analysts to see if the specified or global score exceeds the learners' observations
under conditions. There are lots of different parts or viewpoints, like in the tutorial. Get the
fertilizer theory. The number of unclear speakers cannot evaluate data on the number of
infinite times. Thus, the conclusion is reached that the open analysis of the selected
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conditions is an example of a set or globalization of admissions. Another discussion of the
above-mentioned academic adventures will illustrate these concepts (Bolus et al., 1982).
Speaking views include 1. Verbal communication includes the attractive tones of speaking
assistants, focused on speaking messages, shared messages, pleasant speaking, and clear
speaking. 2. Speaking includes both speaking and pronunciation, as well as fluency and
clarity, which includes the ability to create and select words with a clear understanding of
both the speaker and the listener. Communication of the body includes face and body
changes and cover-up of a group or entity. Connection status, role, and expression define
the purpose of speaking, analyzing the audience and situation. Select and collapse
discussions collection of files. Making an outline and outlining good words to say provides
speaking expression (Devito, 1990; Flet, 1990; Assvar & Nation, 1991). Considering the
speaking points, it will be generally assumed that the speaking part is responding to
language ability, structure, language, address, simplicity, and clarity (Mudofir et al., 2019).
The ability to distinguish language is one of the consequences of learning and speaking at
an important stage of the language learning process. Klippel (1984) states that speaking
English is a well-validated condition in which teaching makes sense in terms of expressing
the speaker’s views and distractions. Moreover, speaking is a practice for accepting
emotions, valuing verbal cues as reliable communication (Mudofir et al., 2019).
As Bygate (1987) refers to (Alderson & Bachman, 2004), speaking is categorized as
expressive. It is known as the clear-speaking theory, and is used in teaching and evaluating
speaking skills. It indicates that the internal process of the speaker has a set of data and
features. As a data feature, speakers need to think about academic calendars and
interactions similar to the state of the discussion. Following the application of board skills
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in terms of officer design and turn-taking. In addition, the speaker must select the language
type, pronunciation, and language structure needed for speaking. The language phrases and
features of those systems should be sufficient to make the crowd receive this message. The
speaker must use a conceptual plan with great communicative and practical skills to make
the message understandable and reasonable (Ladouse, 1991). At any rate, when a speaker
chooses to make a speaking decision, they must be aware of the pronunciation and verbal
rules at a level that will get them involved in the proposition. Speaking is a skill called
"help" and compensation is used in explanations to help researchers achieve their driving
motivation. However, a speaker needs to apply all the data and skills referenced to explain
it in order to make it normal and speak the language (Sritulanon, 2017).
2.4 The importance of Rubric of Teaching Speaking in the Secondary School
The rubric is a self-assessment and a mechanical assembly with three attributes: an
overview of the criteria for viewing a large set of goals, a scale for measuring different
levels of achievement, and setting each abstract level (Efklides, 2011). Students can look at
students’ criteria or norms in a draft and then the role of the self-directed class, forgetting
how the building materials are planned to break the result of an activity. Then, it is agreed
that teaching is provided to students before the beginning of the job to explain how it helps
them to achieve the appropriate goals (Andrade & Cizek, 2010; Panadero & Jonsson,
2013), according to (Panadero et al., 2012).
Speaking skill is widely used in the area of foreign language assessment. At the same time,
knowledge assignments are increasingly considered in language assessment. All things
considered, researchers agree that specific types of tasks can influence the structure of
presenters in the steps of speaking style, linguistics, and attention (Shen, 2001; Kim, 2009).
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While much research has investigated the link between system characteristics in oral
presentations and competence levels (Brown, 2005; Kang, 2013), analyzing how certain
types of work affect characteristics of speaking quality in speaking studies. A few
assessments (Wolf & Stevens, 2007) focused on language work across work types;
however, movement features were motivated by processes for individual work, and
consolidated work was not diverted to any degree. Such as it is not clear what systems are
locked with the confrontational display of students' smart speaking and how these features
add to students' ability levels (Kang & Wang, 2014).
Speaking rubric duration results in change and suggests a teaching response (Afiah, 2016).
The score sheet, assembled by the teacher's speaking and displayed simply after the
students' work has been advanced, is a poster. A note is a way of specifying the expected
rules of the text for a specific workforce or division. Rubric can have the necessary
assessment reasons with numbers and methods. On the other hand, teaching cannot be
numbered and is of high quality (Sadin, 2009). The notes can use quality words regularly,
for example, incredible or substandard, while speaking can explain in detail what the
quality is. A few charts hide the term for defining emotion from the test to the test of what
work should look like for a particular institution at a particular standard (Dawson, 2017).
The rubric is a track record that shows the need for a variety of tasks or tasks by
announcing study criteria and by demonstrating the level of value that is important in
connection with these criteria, because charts by definition are pointers by points and
lectures can be used in explanations to evaluate multi-dimensional presentations
(Halloween, 2003; Andes & Valcheva, 2009). Language is a basic choice for some
speaking designers. Such as consideration. At any rate, we humbly evaluate the complexity
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of the offensive (Moskal & Leydens, 2000; Jonsson & Svingby, 2007). The use of oblique
as an accessory learning tool has been enhanced in edge teaching (Simone & Frank, 2001),
and speaking is commonly used at the school level (Reddy, 2007), but features. The novels
of oblique not only make them an appropriate tool for rearranging the phonetic features of
performance assessment, but moreover, for support during assessments in the form in
which assessment information is used (Pan & Wu, 2013).
In response to the calls for involving students in the learning process, various approaches
and methods based on the constructivist approach of learning are being adopted, such as
Project-Based Learning, Task-Based Learning, Cooperative-Learning and Problem-Based
Learning (PBL) (Amma, 2005; Juvova et al, 2015). These methods have been developed as
a reaction to memorization or rote-learning as well as to teacher-centered approaches that
focus only on the transmission of knowledge from teachers to students. PBL, the focus of
the present study, is believed to be suitable for current EFL settings because students,
through this approach, find an opportunity to communicate, work together and collaborate
to solve complicated and authentic problems. This approach has been proved to motivate
students' learning process and facilitates the acquisition of language skills (Li, 2013).
Moreover, it is claimed that PBL approach has the potential to help students with poor
language skills as it has been an effective teaching approach used for enhancing productive
skills in very difficult situations and adapting the curriculum and the teaching strategies to
support this approach (Lian, 2013).
2.5 Learners Self-determination theory (SDT) on Learners Motivation
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A self-determination theory was made by Deci and Ryan (1970). SDT is a full-scale
hypothesis of human motivation that has been effectively applied across spaces, including
nurturing, instruction, medical services, sports, and actual work, analysis, and virtual
universes, just as in the fields of work motivation and executives (Deci & Ryan 1985; Ryan
& Deci, 2017). SDT explicitly recommends that the two representatives' presentations and
their prosperity be influenced by the sort of inspiration they have for their work. As a
result, SDT distinguishes various types of inspiration and maintains that various types of
inspiration have practically distinct concomitants and outcomes (Deci et al., 2017).
2.5.1 Learner Intrinsic motivation
This is a particular sort of independent inspiration. It refers to exercises for which the
inspiration lies in the actual conduct. When intrinsically motivated, it is the unconstrained
encounters of interest and delight involved in the movement that supply the "rewards."
Intrinsic motivation is a human marvel, yet it is exemplified in the play of youngsters, who
eagerly participate in the exercises without outer rewards or prompts (Gerhart & Fang,
2015). Be that as it may, natural inspiration is likewise apparent in the activities of
grownups, like games and diversions, and it is shockingly significant even in the work
environment. Furthermore, representatives can be naturally inspired for essential parts of
their positions, regardless of all of them, and when inherently persuaded, people will
generally exhibit high-quality performance and wellness (Deci et al., 2017).
2.5.2 Learners Extrinsic motivation
Extrinsically persuaded conduct includes doing an action to accomplish a distinguishable
result, regardless of whether it is unmistakable or something else. That is, extrinsic
motivation includes every act of instrumental conduct. Perhaps we should consider all
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extraneous inspiration to be bad, as some creators (Gerhart & Fang, 2015) have claimed.
SDT has consistently maintained that outward rewards can have various utilitarian
meanings that lead to improvements, decreases, or no impacts on inherent inspiration (Deci,
1972). According to Deci et al. (2017), SDT has long separated extrinsic motivation into
different structures, each of which is recognizable in the workplace and ranges from being
less to more independent (Deci & Ryan, 1985; Ryan & Connell, 1989).
Self-determination theory (SDT) details the process by which extrinsic motivation can
become self-determination. Research shows that intrinsic motivation is based on interest
and that the importance of motivating self-directed extracurricular activities is related to
inactivity, satisfaction, trust, and happiness in school (Gagné & Deci, 2005).
In the (SDT) tradition of researcher’s work, primarily with ideas of extrinsic life goals and
objectives (Kasser & Ryan, 1996; Ryan, 1996). Intrinsic objectives refer to goals that
satisfy students’ rights because they are closely linked to the satisfaction of basic
psychological needs and are in line with their growth tendency. Empirical studies by Casser
and Ryan (1996) show that developing and developing into learning and teaching,
enhancing meaningful relationships, and creating and contributing to the collective are
examples of inner life goals. On the other hand, the overseas life goal is a goal that is not
directly related to speaking needs and development but provides officers with more
compensation. They are goals that represent the external signs of value and success. They
include the accumulation of wealth and gaining an attractive image, having a fondness for
students, and gaining status or celebrity. Kasser and Ryan (1996) have shown that the two
groups’ goals are analyzed by differences, a finding that is common across diverse cultures
(Grouzet, 2005).
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Theory of self-determination (SDT), but even the idea that an activity is interesting or
enjoyable is not entirely self-determination. There are many activities and ways of living in
which one can find inner interest. Intrinsic motivation exists in students' relationships.
Individuals are directly motivated to take some actions, like not speaking, and only at
certain times, like not speaking. The types and subcategories of intrinsic and extrinsic
motivation can be applied to deliberate actions. Of course, most intentional acts involve a
combination of the different types of provisions described. For a single study, it may be
necessary to select exercise activities that the lecture finds enjoyable while at the same time
engaging in these activities to obtain some development results, such as the value of student
health identification provisions. Many studies show that many of these motivations are
difficult to combine to reflect the overall level of relative autonomy. But it is also important
to recognize that each type of motivation has its own unique features and consequences and
is reinforced by different opponents. In summary, the taxonomy of motives from SDT
allows researchers to look at both the functional effects of change and how those
motivations are identified and integrated within individuals. Every intentional activity,
intrinsic or extrinsic, is motivated by definition. However, especially in the field of physical
activity, although motivation may be expressed for a variety of reasons (SDT), different
interventions that may require individual motivation in some cases, it may be to promote
competence or effectiveness in speaking. It may be by helping the center of discovery of
meaning or value, thus stimulating internalization or interest and enjoyment, thus fostering
internal motivation in an activity. The basis of SDT is to explain the best motivations and
sensuality possible. Genetics requires specific emotional expressions in a student's
activities. Indeed, the concept of need in SDT aims to obtain the psychosocial support that
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is necessary or necessary for motivation and speaking (Deci & Ryan, 2012). In particular,
the sub-theory called the Basic Mental Needs Theory (SDT) suggests that there are three
universal foundations of psychological development to consider: the need for autonomy,
connection, and in addition. Support and competence SC is not unique in recognizing the
importance of emotional ability or effectiveness in motivational behavior to serve as the
pinnacle of need in order to improve dependability, efficiency, and confidence. This sense
of competence can be related to aspects of the speaking environment as well as the skill and
story of a specific area of focused behavior. So, when a student around an actor is teaching
a finished coach, parents or speakers give meaningful, positive feedback, the sense of
ability can be enhanced, and so motivation can be increased. On the other hand, when
speaking, criticizing, or supplying ongoing negative feedback, feelings of ability moderate,
and the likelihood of becoming unreasonable and troublesome is sensitive. Contrary to the
widely accepted demand for skill-related needs (SDT), speaking is the only activity that
emphasizes the importance of autonomy and support. Autonomy is about self-regulation in
this free time. Stress expresses this behavior as self-organizing and self-supportive. Free
behavior is, in a sense, not only intentional but also a willingness to engage in action.
Autonomy is an internal state that reflects collective consent and action planning. But the
ability to act freely is strongly influenced by the speaking environment, which can change
from control and pressure to the support of autonomous regulation. The imposition of a
reward control or disciplinary possibility can affect the learners' autonomy as well as the
presence of measurable factors. On the contrary, when they are satisfied with the point of
reference, this provides a reason for action and allows for or supports reflection and choice.
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Then, the skill of autonomy is compromised as the potential to meet basic psychological
needs (Ryan & Patrick, 2009).
Self-determination theory (SDT) is a theory that derives from the kingdoms of human
motivation and the central focus of the social context within different social contexts, the
motivations associated with autonomy and control. Work toward theory began with the
incentive of examining the effects of extrinsic rewards on intrinsic motivation. During the
more than thirty years since the initial study, it has developed five small theories to address
different though related issues: intrinsic motivation, and the impact of the social
environment. The development of extra autonomous motivations and self-regulation
through internalization and integration. Individual differences in general motivation the
function of basic psychological needs is required for growth, integrity, and precision. The
effects of different target content on tone and inactivity. Subsequently, it has been used
(SDT) and this micro-theory to guide and interpret research on a wide range of new issues,
including motivation and flexibility across cultures, close relationships, the strengthening
and weakening of energy and strength, and their roles in both cognitive and affective
processes. In behavioral regulation. Although the majority of SDT has been developed
through the expansion of laboratory hypotheses, it is supported by extensive research using
both field studies and clinical trials to address social problems. Moreover, it briefly
mentions several jobs, especially those related to changes in health behavior, education,
career promotion, sports fitness, and attitudes toward success (Deci & Ryan, 2012).
Intrinsic motivation is in other words, a form of autonomous motivation. Strong students
work for passion, pleasure, and interest. In contrast, integrated regulation occurs when the
student fully agrees on the importance of work, though they may not be interested.
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Integrated regulation and intrinsic motivation regarding active participation in work
(Gaugen, 2000; Gé & December 2005) and high mental health (Deci, 2001; Baba, 2006). In
good schools, autonomous students have a direct interest in the schools and fully integrate
the value of work and the procedures that come with it (Stone et al., 2009).
2.6 Perspectives on the Research Gap of Learners
Based on the literature review, EFL Learners in speaking practice has become an important
part of English language learning in schools today. Misunderstandings that are often found
in language classes are related to the behavior and attitudes of single students toward
learning and nonverbal learning processes (Aleksandrzak, 2017). Speaking difficulties can
be described as follows: Examine fears of giving up, errors, absence, credibility, fear. There
is nothing wrong with a state student having problems with finding a goal, pronouncing a
key element or having an opinion. Low or unstable participation is usually informed by a
particular student’s preference for direction in the opportunity to speak or achieve more
through the teaching process. Likewise, using language requirements, especially among
classes that are less organized or less flexible, students imagine that it is not difficult or
uncommon to classify students' community languages (Sumanjuntak, 2019). While a
creating number of concentrates related to students receiving English language students
with learning inconveniences call for better extents of language status and first language
skill (Asakereh & Dehghannezhad, 2015; Ille, 2015; Tercan & Dikilitaş, 2015; Al &
Attimportantimi, 2014; Luo, 2014; Wang et al., 2013; Carreira et al., 2013; Tantip, 2012;
Abidin et al., 2012; Liu, 2012; Ngugi, 2012; Kirkgoz, 2011; Zhang, 2011; Latif., et al.,
2011; Igawa, 2010; Zheng, 2010; Shih, 2010; Aslan, 2009; Janudom & Wasanasomsithi,
2009; Armstrong, 2009; Al-Timportantimi & Shuib, 2009; Song, 2009; Chen & Chen,
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2009). These works to effect change did not focus on demonstrating or evaluating first
language proficiency, especially about change after some time. While there has been
research on speaking, neglect of the effects of interventions expected to support foreign
language competence in multilingual circumstances. There is an established group of
benefits that illustrate adaptations designed, and used for language students. Active English
speaking. An elegant report made by a young English language student and found that
confirmation and comfort of first language use at home turned any opportunity short of
impacting performance improvement English of these students. Despite evaluating student
performance, large-scale education, for example, the office of quality and accountability
(OQA) offers a gateway to schools or guidance boards to measure the importance of
mentorship plans and completed ventures to address clear adjustment requirements. This
can be an important tool for teaching and evaluating programs that help to develop
students’ foreign language proficiency as a technique for supporting students' English
language development.
Thus, speaking is an interactive process of constructing meaning that involves producing,
receiving, and processing information. Nevertheless, some studies suggest that there are
several speaking problems that students may encounter when speaking English in class or
outside. This includes excessive use of the mother tongue during lessons, a lack of
interaction among students both inside and outside of the classroom, shyness, a lack of
topical knowledge, shyness, a fear of being humiliated, and a lack of vocabulary (Urrutia &
Vega, 2010; Ferrari & Palladino, 2007; Boonkit, 2010). First, unlike other skills, speaking
requires some degree of real-time exposure to an audience. Students are often inhibited
about trying to say something in a foreign language in the classroom, whether they are
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worried about mistakes or simply shy about the attention that their speech attracts. A study
conducted by Nascente (2001) considers anxiety as an affective variety and one of the main
factors that may most affect the language learning process. Secondly, even when students
are not inhibited, they complain that they cannot think of anything to say: they have no
motive to express themselves beyond the guilty feeling that they should be speaking. Rivers
(1968) states that students may have nothing to express, which may be due to the topic
chosen by the teacher, which is not suitable for them, or they may have no idea about it.
However, it is difficult for some students to respond when they are asked to talk about a
topic in English about which they have little to say or what kind of vocabulary or grammar
to use (Baker & Westrup, 2003). In line with this issue, the findings of a study conducted
by Lukitasari (2003) reveal that students should master the three elements of speaking,
namely vocabulary, grammar, and pronunciation, to have good speaking performance.
Furthermore, due to the importance of vocabulary as a building block of every language, it
is considered very necessary for EFL students. However, according to the Nation (2001)
cited in Derakhshan et al., (2016), if the amount of vocabulary is limited, students cannot
put the receptive vocabulary knowledge into productive use (Jahbel, 2017).
Furthermore, several researchers have argued for contradictory motivations and, therefore,
outcomes of English language education. As pointed out by Tweed and Som (2015), the
current practices of the English language curriculum have been constrained by resource
shortages, a lack of qualified teachers, mixed-ability students, and inadequate financial
support. As a result, Keuk (2009) argues that over 90% of foreigners communicating with
Cambodians in English may experience significant misunderstandings due to the
intelligibility of their pronunciation, word choices, grammar, and cultural differences.
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Further, Chan and Srun (2016) point out that there has been a lack of accuracy and
proficiency in speaking Cambodian for EFL learners. D’Amico (2009) and the United
Nations Development Program (UNDP) (2011) emphasize that the English skills attained
by Cambodian graduates are limited. This situation, according to Madhur (2014), is due to
learning gaps or lack of quality task prospects as perceived by Cambodian EFL learners
(Asian Development Bank, 2015), according to Chan (2018).
2.6.1 Perspectives on the Research Gap of Learners at the private Secondary School
Furthermore, several major issues currently affect Cambodian EFL in tertiary education,
including an unclear policy on EFL, a non-uniform EFL curriculum, unsystematic EFL
course design, and limited published research applicable to EFL course design. The current
research addresses these issues by providing a comprehensive needs and situation analysis
in an attempt to address the significant gap evident because of the limited research that has
been carried out on Cambodian EFL and to assist in the development of EFL courses.
Hutchinson and Waters (1987) three concepts—necessities, lacks, and wants—have been
widely used in needs analysis research. First, necessities refer to objective needs, indicating
EFL learners’ language journey or priority and the language skills and sub-skills, such as
speaking, reading, writing, and vocabulary that they must acquire. The second concept,
lack, or deficiency, refers to the outcomes of the analysis of students’ current language
proficiency. Lacks are not applied in this study because students’ lack is usually assessed
through a diagnostic assessment, which can indicate students’ language strengths and
weaknesses. Nation and Macalister (2010) claim this can be done through interpreting the
results of a placement test, and placement tests can be administered by Cambodian schools.
As mentioned in the introduction chapter, students’ English proficiency in schools is
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multilevel and each institution addresses these issues differently. Finally, wants or strategy
analysis explores learners’ preferences such as learning styles, strategies, or teaching
methods. And then, the present study incorporates the concepts of necessities and wants to
analyze students’ language priorities and stakeholders’ preferences for teaching methods
and other relevant issues in EFL course design (Khat, 2017).
To summarize, the researcher discovered that there is a gap that has prevented research on
second-language acquisition (SLA) theory and indigenized varieties of English from
making substantive contributions to each other and their acquisition. The lack of
understanding is also due to SLA theory's extreme reliance on its models on acquisition in
native-speaker or non-native English environments and its ignorance of the dynamics of
language use in multilingual settings. This has resulted in neglect and misunderstanding. It
represents several significant findings, the investigation of which will put SLA theory on
firmer theoretical ground and give it greater explanatory power. SDT presents a
differentiated account of motivation that begins with the distinction between motivation
(lack of motivation or intention to act) and motivation. Motivation results from not valuing
an activity, not expecting it to produce the desired outcome, or not feeling competent to
perform it. Constructivism theory and practices emphasize the importance of assessment
and feedback. If learning is an individual process, it is reasonable to expect variations in
progress. If the goal is improved practice or simply effective action, the teacher has a
responsibility to assess student learning, assisting the student to move closer toward that
goal. Assessments of action projects enable the professor and student to address two
important questions: (1) does the student have a thorough understanding of the theoretical
principles; and (2) does the student have the essential skills to apply this knowledge
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effectively and appropriately? Under the best of circumstances, the curriculum will not only
provide opportunities for experimentation, but will also allow time for assessment,
feedback, and other efforts. Its main purpose is to determine the general tendency of G-
Theory-based studies and to provide new resources and information to researchers who
may have doubts about using G Theory in their research. To enhance the quality of future
academic work, the examined themes are also explained in detail. For researchers hoping to
contribute to the literature on any topic, general trends in current studies in the relevant
field, gaps in the literature, and research characteristics presented are very important.
Finally, this study is unique in Cambodia since no previous studies have focused on
teaching and learning English speaking in a private secondary school.
Teachers can use a variety of techniques in non-multicultural settings to develop their
students' speaking, and they can approach the issue of cultures in their lessons in different
ways. However, they could encounter certain difficulties when incorporating different
cultures into their lessons. For instance, instructors could not have the necessary teaching
materials to assist in teaching cultures or may not have had the proper training on how to
teach different components of culture (Atay et al., 2009; Yeganeh & Raeesi, 2015).
Teachers' ability to include foreign culture into the teaching and learning of a foreign
language may also be restricted by school curricula. Additionally, instructional materials
could not be appropriate for different teaching cultures, for instance, if the text book's
subject matter excluded cultural variety (Manjarrés, 2009; Yeganeh & Raeesi, 2015).
Additionally, according to Manjarrés (2009), teachers might not have the necessary
expertise, dispositions, or resources to assess students' intercultural competence. These
viewpoints on the challenges EFL teachers face when attempting to incorporate cultures
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into classroom activities are supported by a number of studies. For instance, Zşk, Yeşilyurt,
and DemiRöz (2019) did a study in Turkey and discovered that the main difficulty was a
lack of information about how to include cultures into classroom activities (Bon, 2022).
2.7 Type of Speaking for Students
The basic types of speech are as follows: extensive, imitative, responsive, interactive, and
intensive (Yıldıran, 2012). The first type, which is associated with speaking in the spectrum
with types of speaking, weakens the ability to repeat a word or phrase, or possibly a
sentence. The foreign type is more intensive. The foreign type of speaking most often used
in the context of assessment is the production of short speaking, designed to demonstrate
competence in a small group of grammatical, phonological, linguistic, or phonetic
relationships. The type is responsive. The fourth type is interaction. The quality of being
responsive and resourceful is in the long and complex range of collaborative efforts. It will
not be time-saving, but it has reinforced many changes and also many individuals.
Connections can be two types: value-based language connections with explanations behind
information exchange; or conversions with the motivation to maintain speaking
associations (Kocaman, 2014). The category is broader: speaking. Then, larger tasks
include speaking, oral presentations, and describing, during which the access road to many
contacts with the student is remarkably central to the response to non-verbal or blocked
speaking (Fauziah, 2015 & Kirkic, 2019).
2.7.1 Imitative
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Brown (2004) describes the category of speaking skills area. This class preference is the
inability to implement changes and focus on certain areas of the language structure. That is,
imitating a word, pronunciation, or sentence. The important thing for the speaker is to focus
on expression. Teaching uses tiredness in the process of demonstrating learning.
Confirmation is through the use of perception; students are allowed to express and
verbalize a few words (Pratiwi, 2015).
2.7.2 Intensive
Brown (2004) describes the category of speaking skills area. This is a student's speaking
practice that is practicing some phonetics and aspects of the language. It puts students on
double duty for researching so that anyone can hear that they have access to trade
inspections with assistants in this way by observing the information from the tasks (Pratiwi,
2015).
2.7.3 Extensive
Brown (2004) describes the category of speaking skills area. Speaking is broad: teaching
gives students more opportunities to speak, such as an oral report and description and short
speaking. Considering the above theory, it can be assumed that speaking has a couple of
centers that should be considered in evaluating speaking. Students need to know which
statements, speech-making, and languages the instruction will use. When a student is
organized and organized teaching development can use the language reasonably (Pratiwi,
2015).
2.7.4 Interactive
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Brown (2004) describes the category of speaking skills area. Interactive can be in two
forms of operating languages that aim to exchange specific information or exchanges that
aim to maintain communication. Speaking to communicate or exchange presentation
information with the researcher, the speaker is a differential in pair work (Pratiwi, 2015).
2.7.5 Responsive
Brown (2004) describes the category of speaking skills area. Practical passion association
and speaking recognition is limited levels of extraordinary short exchanges are welcome,
and easy chats are necessary for speaking and comments. This is a kind of short response to
teaching or when students start asking questions and answering or commenting on rules and
titles. The respondents were generally satisfied, as noted (Pratiwi, 2015).
Responsive is the central purpose of this class, which is complete with the speaking level of
oral age. It has nothing to do with student understanding (Brown, 2004). Among the
students' work is to look for what is in the students' story tools, such as applying a specific
expression or accent to an activity, which is called tiredness (Fitria, 2013).
Increasingly, this class encourages students to adopt a language without the help of
speaking individuals. The language is learned through responding to a request for teaching
or speaking to others in the sense of pronunciation. This framework is based on the less
important syntactic, phrasal, lexical, or phonological skills. The tutorial manages to
generate the reaction so that the reaction is fixed. This process is recognized in (1) direct
response (2) speaking (3) sentences and box completion (4) oral questionnaire (5) pictures
and (6) happy interpretation provides speaking (Brown, 2004) according to Fitria (2013).
Responsive: Short-term oral life expectancy is expected to show skill in a band with limited
levels of speaking or phonological correlations (Maulana et al., 2018).
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Broadly speaking, in this strategy, the language is often organized and the actions of
individuals are like those of a group of students. Lectures may respond to speaking, but
they are limited to non-verbal responses. These activities can be recognized as oral
presentations. Fitria (2013) presented an expanded thesis translation (Brown, 2004).
Speaking, oral presentations, and descriptions are frequently forced or severely limited
around them during the open door for many oral communications (Sayekti, 2015).
Comprehensive speaking, broadly speaking, expanded speaking is a brief report or a short
speech. Then, in this continuous registration, formal speaking was scored (Rahman &
Deviyanti, 2018).
Responsive: Students speak. This is a kind of long and complicated response strategy. The
promotion of this procedure is to make it easier for students to have the option of going
through or exchanging facts, information, or assessments by speaking. Practicing with
practice is an opportunity within this framework. The game explanation for this strategy is
to keep communication open. Good registration, acronyms, jokes, and social phonetic
estimates are tasks to be known by students in this framework. Cases of specific activity are
(1) conversation and (2) acting accordingly (Freya, 2013). Interaction can take on two
major types of value-based languages with the motivation for explicit information exchange
or the exchange of speaking aimed at the preservation of speaking associations (Sayekti,
2015). Responsive: At this stage, the long and complicated nature of speaking is becoming
more responsive, which is a time for strengthening change and multi-languages (Maulana et
al., 2018).
Responsive: This technique expects students to respond to other students' lectures or
requests. The response is usually short, critical, and not as open as it is when spoken. This
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time, the recognition of the students was considered, and the English language and
educational changes were made orally through teaching to maintain the validity of the
respondents. Questions and answers are part of the activities. The instruction and direction.
According to Fitria (2013), this passion for communication and speaking recognition is,
however, limited to a limited range of unusual, short, simple, straightforward requests and
articulate suggestions (Maulana et al., 2018).
2.7.6 Responsive
Students who are responsive in terms of foreign languages can manage the linguistic
structure and sentences of the language without achieving a comparative goal in the
practical or useful work of the language; for example, those who receive by speaking play a
functional role in communication. At the end of teaching, students can learn many
structures for student thanksgiving or for saying sorry when it is not always possible to use
certain structures (Crossley et al., 2011).
2.8 Constructivism theory on student performance
Constructivism was created by (Piaget, 1952). Constructivism is a theory of information
and an epistemology that argues that people create knowledge by means of an association
between their experiences and their ideas. It is a collaboration between their encounters and
their reflexes or personal conduct standards. Piaget called these frameworks of information
schemata. Constructivism is anything but a particular teaching method, even though it is
regularly mistaken for constructionism, an instructive hypothesis created by Seymour
Papert and propelled by the constructivist and experiential learning thoughts of Jean Piaget.
Piaget's theory of constructivist learning range affects learning speculations, shows
techniques in instruction, and is a fundamental topic of numerous training change
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developments. And then, exploration support for constructivist showing procedures has
been blended, with some examination supporting these methods and other exploration
rejecting those outcomes (Dewey et al., 1959).
The reliability of the scores obtained by self-assessment, peers, and the teacher’s
assessment of student inactivity is an indicator of the consistency of scores given by
different individuals in the same situation (Cite) (Eckes, 2009). In this context, consistency
between learners can be defined as scoring that does not change from one path to the next.
The similarity among the scores for self-ratings and students' and teachers’ assessments of
the same situation indicates the high reliability of the scores obtained by these different
evaluators. Reliability is a good question when both self, peer, and teacher’s assessments
focus on the same problem because of possible bias in self and peer assessment. In this
sense, this study aims to determine whether learners' scores for the same condition differ
based on self-assessment, teacher’s assessment, or teacher’s assessment ratings, such as
examining the reliability of the scores obtained from the rating scales. Two self-directed,
peer-to-peer, and teacher’s assessments using the theory of pedagogy were prepared by
teacher candidates within the scope of record (Nalbantoglu, 2017).
Self-assessment is when an individual judge this or the speaker’s academic performance. It
is a method that gives students an active role in determining their own learning. Self-
assessment is an important part of student learning and contributes to the development of
student behavior. On the other hand, peer assessment occurs when a student’s work is
evaluated by a friend following certain criteria (Bound et al., 1999) as cited in the forms by
(Kutlu, 2010; Namaziandost & Nasri, 2019). Peer assessment is a method for increasing
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responsibility among students. In peer assessment, students also learn how student work is
scored while counting student peers (Phan, 2010).
Self and peer-assessment play an important role in teacher education programs. One of the
main purposes of teacher education and education is to teach teacher candidates how to
evaluate. Studies (Hughes & Big, 1993) as cited in (Cheng & Warren, 2018; Ko, 2011)
show that self and peer assessment improve student inaction and support students' working
lives by giving them a sense of assessment enjoyment. In teacher’s education programs,
individuals are allowed to self-assess their students' and peers' assessments to the extent
that they are exposed to these forms and give them the skills to use them. Evaluate yourself
and your peers as prospective teachers’ assessments. In addition to these advantages, the
candidate's self and classmates' assessments of the subject can also help them see the
strengths and weaknesses of the students concerning student inactivity. When students are
supported to participate in the self and peer assessment process, student motivation for the
study and its use is also thought to increase (Nalbantoglu, 2017).
Self-assessment means that students make judgments about the extent to which they meet
these criteria by applying assessment criteria to their own studies (Johnson et al., 2000). So,
students find out what they know, what they can do, how they feel and how they learn. In
this process of discovery, students who have had the opportunity to use their teachers' high
thinking skills from a critical point of view are given the skill to make themselves
objective. The students know each other's strengths and weaknesses, and the students are
aware of the students' academic issues. They can create solutions to students’ speaking
problems using the details they receive about the students’ learning paths. They develop the
ability to plan students' future learning and work by judging the student's academic
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experience. Thus, it can be said that students who are capable of evaluating their
achievements will reach the level of competence necessary to achieve greater success.
Students should be encouraged to develop a set of productive and practical goals with
action plans based on feedback received from self-assessment (Boud, 1986; Stiggins, 1997;
Kutlu, 2008; Alc, 2010; Tekindal, 2014). On the other hand, when peer assessment is in
question, students assess the inactivity or quality of products owned by other students by
applying criteria relevant to the work of students of similar rank (Routman, 1991). So, they
learn new information by speaking and from each other by reviewing and critiquing it. Peer
reviews include providing students with feedback from their peers about the quality of
student work. Peer feedback can work and help you learn to speak. Students increase
awareness of students’ speaking learning needs by seeing the strengths and weaknesses of
students. They may even get to know each other better than the student's teacher and offer
more detailed suggestions. In this sense, peers can provide more student feedback than
teachers’ assessments in crowded classrooms, so they can develop each other's speaking
talents and skills. However, a student’s mastery of the focus on effective peer supervision
requires a lot of practice. The assessment criteria should be clear, appropriate, and
discussed with the students. (Topping, 2000; Falchikov, 2001; Ballantyne, 2002; Tekindal,
2014) according to (Gürlen et al., 2019).
It is generally argued that the foreign language assessment (FLA) theory is less rich in
research on speaking acquisition. Investigations of foreign language learning have found
the volume of speaking focused to include: This article features the composing process and
the social-cultural context in which speaking occurs (Birjandi & Hadidi, 2012).
2.9 Academic Lesson plan of Speaking for Learner Performance
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The lesson plan is a plan for the lesson created by the teacher based on the curriculum in
explanation to meet the objectives of the specific curriculum (Wajnryb, 1992). Mulyasa
(2011) says that a lesson plan is a plan that describes learning procedures and controls to
explain one or more of the basic competencies that are regulated in content standards and
expanded in the curriculum. In addition, Hussainan (2014) defined the lesson plan as a
lesson plan for teaching teachers’ created learning based on a syllabus for one or more
sessions to explain how to achieve basic competence. Lesson plans play an important role
in the teaching and learning process. Richard and Bock (2011) wrote a lesson plan before
the lesson was believed necessary to explain how to teach the lesson effectively. By
planning lessons, it will be easier for the teacher’s assessment to achieve the goals for the
course. With the lesson plan, the lecturers were able to manage their time, effort, and
explanations to effectively implement the teaching activities to achieve the objectives of the
lesson (Farida et al., 2018).
The lesson plan is a road map for the teacher’s assessment and students as to what should
be covered in the lessons provided. Without a lesson plan, teaching can be boring and
unreasonable for learners and confusing and distracting for the teacher. Interestingly
enough, lesson planning does not start with a single lesson. Snow (1996) argues that joint
planning should be ready before a teacher’s assessment begins to formulate lesson plans.
You may be wondering how this could be possible. How can teachers’ assessments plan a
study before they prepare lessons for this course? Lesson planning starts with creating and
setting common goals. These goals give the teacher’s assessment a general sense of purpose
and direction for the class and help them determine what materials are used and what
activities are needed and why. Also, there is a difficult knowledge of the common goals of
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the theory that can help teachers’ assessments stay on track and develop a common order
for all lessons (Zhao, 2018).
The lesson plan proposed in this step contributes towards the largely non-English-speaking
student opportunity in the education sector for a title. Speaking English for communication
(Shu & Renandya, 2017). (See Appendix C).
EFL teachers who adopt Communicative Language Teaching (CLT) can justify their
teaching to learners and the specific learning situation they are faced with. CLT cannot be
seen as a solution for the problems that have been. There is not a fix framework of CLT. As
learners and the learning contexts are dynamic, when CLT is applied to a certain context,
the adaptation and innovation of it is necessary (Blake, 2000). Li (1998) emphasizes the
flexibility that CLT offers-contrary to popular misconception, he suggests, CLT is not
defined and practiced within careful outsides. He recommends that EFL countries should
adapt rather than adopt westernized forms of CLT, meeting the immediate needs and
recognizing the local constraints (Koosha, & Yakhabi, 2013).
2.10 The Step of Lesson Plan
The researcher used lesson plan in order to remind the activities which should be done
during the observation. In the lesson plan the researcher could find each activity as well as
the estimated time, so the researcher could manage the time well. This lesson plan found
really helpful because it consists of the objective of the study as well as the material and
rubric to score the student (Nopiani, 2013).
2.10.1 Pre-Test
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The pre-test was distributed before the cycle 1 in order to know the initial problems faced
by the students, especially to know about the students’ basic in speaking skill.
2.10.2 Post-Test
The post-test administered to the students two times after passing a treatment at the end of
each cycle. The pre-test and post-test were designed in the form of role play. The subjects
of the study were asked to made a role play based on the situation and the guide line given
by the researcher and then performed it in front of the class.
2.10.3 Questionnaires
The questionnaire was used to find out the students achievement after the treatment was
given. The questionnaire administered at the end of the session. The questionnaire also was
given to the students in order to get some information which related to students’ feelings
and interest towards the Role Play technique applied. The questionnaire was constructed in
the form of multiple choices on the basis of answer. To avoid confusion, the questionnaire
was written in Cambodia.
2.11 Theoretical of Responsive
The nature of speaking response in learning settings has been recognized (Glynn, 1985).
The student begins the response by speaking. Learners understand how to share a first-
person language or a student's output language. If the student is good on this or the
speaker’s learning and teaching, they should have the option to begin interacting with
speaking around learning, working, and not just responding to questions and answering. In
a language-responsive learning space, students do not easily understand how to use
language to obtain information and materials, but such teaching is known from the
traditional mind-blowing concept (Glynn et al., 2009).
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2.12 Identification of the Difference Types of Variables
2.12.1 The Components of Speaking Skill
Pronunciation
Students can produce clearer language when speaking by using proper pronunciation. It
indicates that even with a low vocabulary and grammar knowledge, a learner can still
communicate successfully when they pronounce words clearly and use appropriate
intonation. The term "pronunciation" describes how words are said in a conventional or
customary way. From that assertion, it may be inferred that pronunciation refers to a
student's ability to produce words clearly during speech (Kline, 2001) according to
(Nopiani, 2013).
Proficiency in English pronunciation goes beyond learning a repertoire of phonemes or
single words. Rather, it consists of mastering and using the distinctively English technique
of simplifying a speaker's ideas (Gilbert, 2008).Furthermore, segmental articulation,
rhythm, intonation, phrasing, and, to a lesser extent, gesture, body language, and eye
contact are all components of pronunciation that contribute to a coherent and easily
understood speech pattern (Fraser, 2001). From the previous sentence, it can be inferred
that articulation, rhythm, intonation, phrasing, and, to a lesser extent, gesture, body
language, and eye contact are all components of pronunciation (Nopiani, 2013).
Grammar
For pupils to arrange proper sentences in written and oral forms of communication, they
need to know grammar. Grammar is described as a methodical approach to forecasting and
accounting for the language understanding of an ideal hearer or speaker. This is
accomplished by a system of guidelines or precepts that can be applied to produce any
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coherent or grammatically correct speech in the language (Purpura, 2004). Furthermore,
according to Greenbaum and Nelson's alternative definition of grammar (2002), grammar is
the system of rules that enables us to put words together in our language to form longer
units (Nopiani, 2013).
A language grammar describes the various ways words can take on different forms and be
joined to make sentences (Harmer, 2001). Therefore, it can be inferred from the
aforementioned assertions that grammar serves the purpose of organizing sentences
according to their correct meaning depending on the context and preventing
misunderstandings among communicators. Furthermore, grammar is the study of how
words fit together to make sentences, according to Nelson (2001). From the aforementioned
statement, it follows that grammar is a guideline that students must follow in order to put
together appropriate sentences in oral and written communication. Grammar describes the
essential rules and construction of language, such as concise and correct sentence
construction and the proper forms of words (Batko, 2004) according to (Nopiani, 2013).
Vocabulary
In order to effectively utilize a second language, one must have a large vocabulary since
without it, one cannot employ the structure and functions they have learned to communicate
intelligibly. It is possible to argue that the power of words is a crucial component of
effective communication.The most crucial aspect of a language, particularly while
speaking, is vocabulary. Moreover, having a large vocabulary makes it simpler for us to
communicate our ideas, feelings, and thoughts both orally and in writing. The vocabulary
used in spoken language is typically common and commonplace (Turk, 2003). This means
that in order to understand spoken language, one must utilize terminology that is both very
186

familiar and common in regular discourse. Vocabulary is a basic building block of language
learning (Nopiani, 2013).
Acquiring knowledge of word meanings is known as vocabulary. This definition is made
more difficult by the fact that words can be expressed orally as well as in writing. The
collection of words that we are familiar with when speaking or reading aloud is known as
our oral vocabulary. Written vocabulary is made up of words that, when we write or read
aloud, we already know what they imply. These are significant differences because the
majority of the vocabulary that beginning readers are familiar with comes from vocal
representations. Written vocabulary becomes more important to literacy than spoken
vocabulary as students learn to read (Hiebert and Kamil, 2005). Furthermore, idioms,
compound words, and single words are all included in the collection of lexemes known as
vocabulary (Nopiani, 2013).
Fluency
The capacity to talk clearly, fluently, and accurately is known as fluency. The term
"fluency" typically refers to the unrestricted use of oral language. During the teaching and
learning process, the teacher should not impede students' freedom of expression if they
wish to assess their fluency. The goal is to support pupils in speaking naturally and fluently.
The teacher does not correct right away since it is believed that excessive correction will
disrupt the flow of the discussion (Nopiani, 2013).
Comprehension
The capacity to understand and interpret large passages of speech and to create
representations of the meaning of sentences is known as comprehension. Studying
comprehension of a second language is more challenging since it is not directly observable
187

and must be deduced from overt verbal and nonverbal cues, from artificial tools, or from
the teacher's or researcher's intuition. According to Cohen et al. (2005), comprehension is
the ability of participants to fully comprehend the nature of the research study, even when
procedures are intricate and include hazards.Thus, it can be said that in speaking,
comprehension refers to the speakers' awareness of what they are saying to the listeners in
order to prevent information misunderstandings; additionally, it serves to make the
information from the speakers (Nopiani, 2013).
Role-Play
It is not always simple to get students to talk about their emotions. They may find it
difficult to discuss a lot of topics for fear of being laughed at or ignored. Permission must
be granted for students to play and explore. They can play with personal issues through
role-playing. It releases their creative energy, enabling them to be spontaneous. On the
other hand, role play can be a very quick and easy method to set up. It is also very
adaptable, giving individuals a lot more room to express their uniqueness, initiative, and
creativity. Additionally, role-playing is incorporated into simulation (Nopiani, 2013).
Using the role-playing technique, students assume roles and conduct conversations with
each other while they are in character. For instance, the local council wants to implement
new waste disposal procedures and locations. Some students pretend to be local officials,
while others portray neighbors, representatives of environmental organizations, managers,
and staff members of the business that is being asked to complete the task. The instructor
explains and establishes the context. Students get ready in groups, with those in the same
role getting ready together. After that, they divide into new groups to continue the
conversation (Nopiani, 2013).
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When students are assigned a role for the first time, they will be anxious to perform in front
of others, especially the teacher. However, the more role-plays they conduct, the more
comfortable and confident they will grow over time. If they see themselves practicing for a
part, like they would if they were rehearsing for a little part in a movie or TV show, they
might wind up liking it after all (Nopiani, 2013).
Assessing Speaking
The process of assessment is continuous and covers a considerably larger range of topics.
The teacher inadvertently evaluates each student's performance each time they answer a
question, make a comment, or attempt a new term or structure (Douglas Brown,
2001).According to Nunan (2004), assessment is a process used to gather student data.
Thus, assessment is a part of evaluation. An example of an assessment is testing. It
encompasses the more official gathering of learner performance data. Stated differently,
assessment is a subset of testing and evaluation in turn. The approach employed to evaluate
oral English communication depends on the assessment's objectives (Nopiani, 2013).
Speaking ability is a key component of the language education curriculum, which makes it
a crucial subject for evaluation. However, evaluating speaking is difficult because there are
a lot of variables that affect our perception of a person's language proficiency and because
we want test results to be suitable and reliable. Because both students and teachers can
gauge how much progress is made after learning speaking with the provided approach, it is
crucial to emphasize tests and assessments in speaking classes (Nopiani, 2013).To wrap
this part up, to survey the speaking language strategies (SLS), which are considered to be
the most problematic ability in speaking to change in observation and formation, the main
theories are Second Language Acquisition (SLA) refers both to the study of individuals and
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groups who are learning a language after learning their first one as young children:
Generalizability Theory (G-Theory) on Speaking, Self-determination Theory (SDT) on
Motivation, and Constructivism Theory on Performance. In terms of the area of teaching
speaking in improving student motivation and student performance, it takes into account
the key challenges students face in acquiring speaking skills, which are obstacles in the
students' learning process. Speaking of meeting ability, it has three main stages: attention,
stability, and independence. Moreover, it is in this activity that much has been proposed in
the past, for example, using the record of comprehensive activity sharing time to improve
students' speaking skills.
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2.13 Empirical Review
This section provides brief empirical studies analyzing the focus on the effects of a Design of Learning Activities Using
Communicative Language Teaching to Build Students English Speaking Skills among Cambodian English private secondary schools
within a broader set of research themes that have been studied in the past.
No Studies Data Methodology Finding
1 Phoeun and Sengsri
(2021), Cambodia
The sample was chosen
purposively thinking
about understudies'
degree of English
capability controlled by
the Royal University of
Phnom Penh in
Cambodia. The 21
freshmen of the
scholastic year 2017–
2018 at the pre-
moderate level at the
Royal University of
Phnom Penh in
Cambodia were the
sample for the
investigation.
A quantitative method
was used to analyze
different sources of
data, including pre-
and post-tests on
speaking and
observations.
According to the findings of the study,
understudies improved their English-speaking
abilities by having access to credible and open
exercises in the classroom and online. Their
conduct toward learning English has been
steadily changed too, from inactive students
who might simply sit and pay attention to an
address.
Future recommendation. Therefore, it is
recommended that English-language teachers
in Cambodia implement a flipped classroom
and the CLT method in their classrooms.
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2 Thach, Kanokkmalade,
and Klinchan (2021),
Cambodia
The population in this
study consisted of 45
Cambodian students
who are studying at a
university in Cambodia.
The researcher used
mixed quantitative
and qualitative
methods.
The consequences of information examination
for the absence of trust in the English relational
abilities of the understudies come about at a
moderate level, a mean of 3.37. The
understudies are bashful in communicating
their English abilities, which is brought about
in general at a moderate level, a mean of 3.22.
In elocution, the understudies utilized their
native language more than they utilized English
in interchanges dependent on linguistics,
bringing about, by and large, a moderate level,
a mean of 3.35. The results of the information
examination for jargon showed that the
understudies appropriately utilized vocabulary
very well in their English relational abilities,
bringing about, by and large, a moderate level
for a mean of 3.28. The understudies knew
linguistics for English relational abilities,
bringing about generally at a moderate level,
equivalent to 3.41.
Future recommendation. I recommend that the
understudies read more to work on their
English correspondence skills. If the
understudies are confused by English words,
propose recording again and again. Practice
correspondence exercises with companions in
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the study hall. You will learn more about
English so you can fluently speak it. Reading
papers and magazines normally composed on
an understanding level, you can clean up
verbosity and keep abreast of recent
developments at some point. References Al-
Mashharawi, B. (2006). Assessing teachers'
performance.
3 Voeun, Surasin, and
Prabjandee (2020),
Cambodia
There are 200 and ten
understudies from
Grade 10 and Grade 11
who finished the
survey. From that point
forward, four
understudies from each
grade were present
from top to bottom.
A quantitative method
study design was used
to elicit the data.
The discovery of a general mean in a similar
investigation of understudy commitment in
English homerooms educated by local and non-
local talking instructors in the current
examination demonstrates that the secondary
school understudies in the Koh Kong region
favored speaking since they were seen as
models of pronunciation and right language use
and as wellsprings of social information.
However, they additionally discovered that
they were poor at clarifying sentence structure,
and their various societies made the pressure.
Future recommendation. The analyst
recommends that future scientists should
research a similar investigation of understudy
commitment in English study halls instructed
by local and non-local English-talking
educators and find the degree to which a near-
investigation of understudy commitment in
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English homerooms educated by local and non-
local English-talking instructors is identified
with understudy learning results and, uniquely,
correspondence expertise. From the
consequences of the investigation, it was
demonstrated that understudies like to
concentrate.
4 Nhem (2019),
Cambodia
A quantitative
methodology was
utilized in the
examination; 33
instructors and 80
understudies reacted to
a poll adjusted from
Khatib and Tootkaboni
(2017). The survey
covers six parts of CLT
(the job of students; the
job of instructors; the
job of sentence
structure; the job of the
students' local
language; pair and
gathering work
exercises; and mistake
and revision)
This investigation
explores educators'
and students'
convictions about
CLT, utilizing a
quantitative way to
deal with work
assessment for a huge
scope.
The outcomes show that educators and
understudies held positive convictions toward
CLT, particularly concerning the jobs of
instructors and students, and pair or bunch
work. Likewise, educators and understudies
held various convictions about CLT in the
space of the job of instructors, the job of the
local language, and pair/bunch work. This
investigation presumes that CLT is
emphatically invited in the Cambodian setting.
Future recommendation. Thus, I probably
won't address instructors and understudies from
outside the city. It is valuable to gather further
information from more various settings inside
the Cambodian training framework,
particularly from far-off areas, to examine how
much CLT may be supported all across
Cambodia.
5 Asakereh and In age from 18 to 35 The speaking skills The outcomes additionally demonstrate an
94

Dehghannezhad (2015),
Iran
years students (mean =
20.4), with 57 females
and 43 males.
and self-viability
opinion poll were
adjusted from Rahimi
and Abedini (2009),
Gahungu (2007),
Wang et al. (2013),
and Saeidi and
Ebrahimi Farshchi
(2012).
important connection between the free speakers
and the conviction that speaking abilities self-
practicability is a more grounded predictor of
EFL students' speaking skill accomplishment.
Future recommendation. Speaking of which,
the following recommendations are proposed
for additional research: 1. Study of the
variables that add to EFL students'
disappointment with students’ speaking classes
2. Look into the factors that contribute to poor
public speaking abilities and the principles of
self-competence.
6 Ille (2015), England The Egyptian Center
for Economic Studies,
jointly with the Central
Agency for Public
Mobilization and
Statistics, directed two
reviews to assemble
cross-sectional
information on 1504
Egyptians and a
comparative number of
teachers. Egyptians
familiarly reacted to a
poll on students’
encounters in
It can thus define a
standard utility
function with first and
second foreign
derivatives following
the questionnaire
results.
On the off chance that guardians need to pay all
things considered an extra measure of GEP
2300 (counting medicinal exercises for PT to
teaching from government-trusted schools),
guardians are inclined to send students’
youngsters to a tuition-based school at a
comparable sum in which PT is extraordinary
(92.5 percent of the respondents).
Future recommendation.
These arrangements can, in any case, do little
to improve the present issue of the low nature
of teaching. Three issues remain unresolved:
study halls, little interest in teaching in the
95

government-trusted
schools and teaching,
posing inquiries
concerning students’
showings of motivation,
salary, and motivating
forces.
work showcase, and wonderful educational
programs. The secondary issue must be
addressed by expanding the scope of teaching.
An effective way is to request that students
give volunteer or semi-humanitarian effort.
Along these lines, pay rates can be kept, but
will at present require an expansion in the use
given to teaching in Egypt. The subsequent
issue can be tended to by making Egypt
increasingly appealing to speculators
requesting high-gifted work. The third issue
requires an exhaustive study and is beyond the
scope of these past students and, along these
lines, is left to future research.
7 Tercan and Dikilitaş
(2015), Turkey
The study was directed
at the preparatory
school of a private
school in the area. A
total of 159 (79 female,
80 male) Preparatory
School students from
many offices
intentionally took an
interest in the study.
In this study, the
information was
spoken through the
poll – the Foreign
Language Speaking
Anxiety Scale
(FLSAS).
Because of the presentation of such past
appraisals and showing rehearsals, students
build up a sense of uneasiness, particularly in
speaking-based language teaching networks.
Be that as it may, future research could
likewise research a similar point using
subjective devices, such as research,
interviews, intelligent composition, and
students' perceptions, which would take into
account future comprehension of the student's
mental encounters concerning speaking.
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8 Al-Tamimi and
Attamimi (2014),
Yemen
The members in this
study are 60 students
concentrating in the
second year of the
English division at
Hadhrimportantout
University.
Oral practice should
be done prior to the
start of speaking. The
speaking and
attitudinal polls are
directed at the
students in the control
and trial.
The discoveries of this study uncover positive
results both as far as EFL students' oral practice
and the importance of mind towards the use of
EFL as a speaking teaching technique in
English speaking study halls in the country.
Considering the discoveries, the analysts
recommend that teaching should profit by
applying EFL in English classes, which may
thus build up students' speaking abilities and
the importance of the mind.
9 Luo (2014), USA Found 257 (147 guys
and 110 females) EFL
students with an age
range of 15 to 59 (M =
21.3, SD = 4.7) at two
enormous state-trusted
colleges in the U.S. One
college is in the
southeastern U.S.
Furthermore, the
speaking takes place
during the United
States' mid-term
elections.112 members
are from Southeastern
The instruments for
this study
incorporated the
English Language
Speaking Anxiety
Scale (Horwitz and
Cope, 1986; Luo,
2011) and a
background
questionnaire.
In this study, female students are seen as being
more on edge when speaking English than male
students.
Future research could look into EFL students'
nervousness when learning to speak,
specifically how changes in students' abilities
to use and compose their own speaking skills
cause tension. To help reduce EFL students'
nervousness in learning English, specialists
could investigate the speaking springs of EFL
students' uneasiness. For this reason, a meeting
study on exceptionally restless students is
97

College and 145
members are from the
mid-terms of college.
prescribed.
10 Wang, Young and Jang
(2013), Canada
A total of 63 fifth
graders from two
classes of a secondary
school in foreign
countries took an
interest in this study.
Class A was the
speaking group that
contained 32 students.
Both qualitative and
quantitative data are
collected and
analyzed.
At the present stage, because of the small size
of the learning associates along these
surrounded speaking tasks, the step of accuracy
is around 92.5%, and the ability of these
students is up to 30 sentences in the framework
that until now has been sufficient for the
starting students.
Later on, the study groups will keep on
mutually growing all the more dominant
learning allies to address increasing teaching
needs and research issues as well. Furthermore,
it will investigate the learning viability between
the unmistakable learning allies and speaking-
based symbols in language learning settings. It
also tries to connect the substantial learning
peers with the basis of learning. Its vision is to
investigate this arrangement of unmistakable
learning allies and tools in improving language
learning, and more research discoveries will be
shared.
11 Carreira, Ozaki and
Maeda (2013), Japan
This study was
conducted in July 2009;
Even though it may be
hard to acquire solid
It is conceivable that apparent teaching's self-
rule support is more significant in center
98

271 students (141
young men and 130
young ladies) from a
single open primary
school in Tokyo, Japan,
were chosen to
participate, including
63 third (8-9 years old),
62nd (9 to 10 years
old), 75 (11 years old),
and 71st (11 to 12 years
old) grade students.
information from 8–9-
year-olds using a poll,
a few studies of SDT
(Grolnick et al., 1991;
Miserandino, 1996)
have directed poll
reviews to 8–9-year-
old youngsters.
assessments than in higher assessments.
Future studies may profit from the in-group
speaking of observational information acquired
from objective prepared raters to evacuate
possible self-report biases among members.
Furthermore, future work on highly successful
trial plans would provide a more in-depth
understanding of the causality of these
estimated connections.
12 Ngugi (2012), Germany The study was directed
using research,
including 240 students,
30 teachings, and 10
head teachings, for a
collective of 280
respondents.
The researcher gave
all the necessary
directions to the
respondents to ensure
that teachers
understood how to fill
out the questionnaires.
The larger part of the students demonstrated
that those students who go to private teaching
students' performance very much contrasted
with the individuals who do not visit. 15.4%
showed that teaching is not different, while just
0.4% felt that the individuals who do not go to
students' performances all around contrasted
with the individuals who do it.
The study proposes future research to
incorporate secondary schools, speaking
regions in Kenya, and more to discover the
different impacts of private educational costs
on students.
99

13 Liu (2012), USA The members in this
study are 150 EFL first-
year recruits from a
college in a focal
foreign country.
As the rating for each
statement in the
questionnaire was
made on a six-scoring
scale, a term scoring
above 3 would signify
the prevalence of a
real level of foreign
language anxiety.
The study discoveries have firmly shown that
unknown dialect tension was the main issue
among EFL students in Taiwan. Strikingly,
over 80% of the subjects reacted to more than
33% of the things in a way that was indicative
of nervousness.
Also, the information in the study depends on
students' reactions to self-reported reviews. It
would be interesting in future research to break
down increasingly subjective information into
research information speaking from interviews
with the subjects, to increase future knowledge
of the jobs of these students in unknown
language learning.
14 Abidin, Pthe and
Alzwari (2012),
Malaysia
The participants are 180
students and
participating.
The plan of this study
is both quantitatively
educative and
important as well.
Accordingly, an
adjusted poll was used
as an estimating
instrument.
Thus, it is supposed that speaking is a factually
critical distinction in the members' importance
of mind towards learning the English language
concerning their field of study.
Moreover, educational plan producers should
survey the substance and the structure of the
educational plan to address the issues and the
interests of the students. Teaching is prescribed
100

to think about how the EFL students have many
recognitions about learning different dialects
because of the students’ differences concerning
students, specialization, year of study, and so
forth. In light of all of this, the educational plan
design should be thought of the goal of having
students see something different about the
exercises, content, points, showing rehearses,
and so on, and be gradually persuaded to learn
English through their performance.
15 Tantip (2012),
Thailand
The research for this
study comprised 137
Thai students studying
English at Asia-Pacific
International
University. The
members are 62 male
and 75 female students,
ages 18 to 24, who are
undertaking English as
their major at many
levels, from the first
year to the third year.
Using the
questionnaires, the
information.
The survey is
registered and broken
down as far as means
and standard deviation
of quantitative.
The results of this study are novel for Thai
students undertaking an English major at Asia-
Pacific International University.
However, the specialists are sure that the
discoveries are helpful and will be attributed to
speaking-related studies, which will be of an
incentive to teaching or scientists whose
premium spotlights on learning speaking.
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16 Shih (2012), Taiwan A total of 44 senior
English majors are
joined up with the
necessary EFL class in
English Public
Speaking.
The speaking review
poll acquired a
Cronbach alpha
of.930, showing the
study poll solid
quality as quantitative.
The consequences of this study show that such
instructive objectives have been accomplished,
affirming the viability of the mixed learning
theory using video-based item journals for an
EFL of speaking in public speaking, through a
progression of the exhaustive research plan and
practice strategies.
Ideally, the outcomes will inspire future work
on different speaking styles at the school level
and improve language teaching, particularly for
EFL.
17 Zhang and Elder
(2011), Australia
In 2010, approximately
660,000 students took
the EFL speaking test,
and this figure was
distributed across the
country. In 2009, a
foreign student is a
resident of a small city
in the shadow with a lot
of financial variety over
the ten locals and has
41 routine senior
foreign schools of
varying quality.
To acquire foundation
data on students,
parents, teaching, and
principals, the
arrangements of polls
are intended for
students, guardians,
teaching, and school
executives separately.
The inquiries will
concentrate on three
subjects: Chinese,
math, and English.
For confidence, the theory of missing
important factors is not introduced for every
one of the theories. Except if expressed
generally, factual critics are surveyed at the 5%
level.
Moreover, the sections of the study detailed in
this past student's managing the unguided, all-
encompassing rating. Even though, as
expressed over, this was a conscious decision
roused by the craving to catch raters'
developments of oral capability without
102

reference to pre-indicated descriptions, it brings
up issues about learners and the many
directions arising out of the speaking and flow
of research that would affect students’
performance when the authority speaking
rating scale is used. To end this issue, which
has significant, reasonable results, means
looking out for the results of future research.
18 Latif, Fadzil, Bahroom,
Mohamad, and San
(2011), Australia
Irregular research of
4,000 students in all the
learning focuses across
the nation was selected
to take part in the study,
which was completed
during the students'
period from March to
April 2010.
Heads of the learning
focuses are enrolled to
manage the study
activities, which
include looking for the
participation of the
selected students to
finish the polls.
Considering the discoveries of this study, it
may be reasoned that speaking is proof
supporting the presence of a constructive
connection between disposition towards
learning English, individual motivation and
instrumental direction with foreign language
(English) practice, and a negative connection
between uneasiness and practice. The majority
of respondents (83.4%) are over the age of 24.
Despite the verifiable truth that the importance
of mind, motivation, and uneasiness are
important factors in deciding students'
exhibition in English as the subsequent
language, future studies need to concentrate on
investigating the interrelations among some
speaking foreign language learning factors so
that conceivable reliance connections or
103

causality could be distinguished. Such studies
would involve the use of multiple strategies for
research and basic condition display.
19 Kirkgoz (2011), Turkey The members of the
study are 28 first-year
students teaching
English; seven are male
and 21 are female, aged
between 21 and 22,
taking care of a state
college in the country.
Students' scores from
the pre-and post-
speaking undertakings
were processed calmly
into speaking for
quantitative studies,
which were later
broken down using the
Statistical Package for
the Social Science
(SPSS), variant 11.5.
Matched Samples It
was directed to see if
learners' speaking
there was any vast
distinction between
the pre-and post-
speaking scores of the
students.
This practice was viewed as beneficial in
improving students' speaking abilities by
providing a creative learning experience to
students who had the option to participate in
important communication and improve in the
zones without making speaking an
unquestionable requirement for development.
Along these lines, future studies into EFL using
video-records of students' speaking should be
directed at a larger number of students,
demonstrate the practicality of this process, and
additionally investigate this maximum skill in
teaching and learning EFL.
20 Zheng (2010), Canada
A progression of starter
interviews with 10
students was attempted
preceding the second
study to investigate
The last poll contained
six classes of things;
the things are either
taken from an existing
study on instructive
The subjective information suggests that these
students considered themselves to be an
important factor in conquering with the
everyday tasks of language learning, as the
speaker clarified.
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students' purposes
behind expecting.
motivation or grew
solely for the present
study.
In any case, it teaches numerous skills that
must be considered in future advancements. An
open trial of any hypothetical plan is not just
this skill to clarify and represent the wonders
that have been illustrated, but in addition, this
skill to give recommendations to the studies to
bring up new issues and to advance future
improvements and open new skylines.
21 Igawa (2010),
Cambodia
The members of this
study are 12 teachers,
11 Cambodian and one
Irish, who are all
teaching and learning
English in Cambodia.
In the questionnaire
presented to them,
teachers are asked to
state students'
perceptions of
speaking.
It is also the author's hope that this study will
benefit to EFL practices and specialists who are
working to close gaps in the general public
knowledge and to mitigate the effects of
existing gaps.
It is additionally the desire of the creator that
this study will benefit the EFL professionals
and analysts who are putting forth an attempt to
decrease the gaps in the general public's
knowledge, and to lessen the impacts of the
current gaps.
22 Armstrong (2009),
USA
In South Africa, 9. 038
assessments of 6
students in 392 schools
A survey frequently
asked when thinking
about learners
Controlling for the students' level attributes
reduces the inside study hall fluctuation by
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are tried, alongside 498
science teaching, 498
understanding teaching,
and 492 speaking
teaching (totaling 1.
488). Every teacher
completed speaking,
and every student of
using and science
instruction completed
speaking in the subject
that instruction
educated (Spaull,
2011).
utilizing LMS
indicates that learners'
comparable outcomes
may not be
accomplished in EFL
by using questionnaire
impacts.
generally 37%, from 0.747 to 0.469.
It is additionally recommended that reviews be
finished using different techniques or improved
study instruments to additionally explain the
current finding on the non-relationship between
the school at the speaker and teaching
effectiveness, just as the school at the speaker
and students' learning results.
23 Chen and Chen (2009),
Taiwan
Members included 166
six-grade students from
five classes in a
secondary school in the
non-native speaker’s
area of the city.
SPSS 10.0 was used to
analyze the collected
data. In explaining to
check if the students
are careful when
completing the survey,
Item 15 was organized
as the opposite
declaration of item 14.
That is item 15,
showing the difficulty
of the preparation
materials being freely
A total of 131 six-grade students comprised the
study subjects, including 62 male students
(47.3%) and 69 female ones (52.7%).
Concerning future research, it was
recommended that motivation be additionally
broken down to see which sort of motivation
could be upgraded after imaginative teaching,
for research, characteristic extrinsic or
integrative instrumental. Likewise, high levels
of learning and motivation were required to
substantially affect learning gains. It may be a
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checked and
inspected.
great idea to have a pre-speaking and a post-
speaking to look at students' open exhibition
speaking rather than only a self-reported
survey. For research, because the sections of
the phrase can give a decent setting to learn
sight words, it is openly qualified to
additionally investigate whether the students'
learning using and composing skills improve
after the imaginative learning.
24 Al and Shuib (2009),
Malaysia
The all-out number of
students was 191. There
are no female students
in the division.
Giving the description
of the poll and
meetings, these sub-
sections introduce the
process used in the
organizational
procedure.
The discoveries demonstrated that students
have certain purposes behind learning the
language and hold critical importance in mind
toward the use of the English language that
ought to be considered by English teaching and
schedule originators in setting up students’
materials, educational programs, and teaching
techniques.
Henceforth, future research ought to likewise
concentrate on learners’ similar outcomes,
which will be produced by observing the effect
of EFL on speaking English skills for research,
speaking, and learning. Future research ought
to likewise repeat a similar report on every
single speaking explainer, in urban or rural
107

zones.
25 Song (2009), Iran Speaking, 27 out of 30
members felt that
students’ verbally
expressed practice had
improved a little or
much in the wake of the
contribution in oral
English journal
practice.
This finding is
consistent with the
improved English-
speaking practice of
post-EFL speaking
and the survey
response to question.
Speaking as a general
improvement in
English-spoken
practice after EFL.
The members additionally expanded the
students’ nonsense and used a more prominent
variety of English words. Teaching likewise
communicated a positive reaction to one's own
report and the survey.
Future studies may need to fill these gaps.
Speaking would likewise appear to be an
interesting way to explore what types of
students' focused English practice could give
chances to rehearse and improve the English
language while discussing students in an EFL
setting.
26 Janudom and
Wasanasomsithi (2009),
Thailand
The study was led by a
perfect score of 15
students: three guys and
12 females, all of whom
were foreigners. The
task and forward-year
students took a task at
an elective offered by
the college as a seven-
A personality survey,
masterminded on a
five-point Likert scale,
was used toward the
finish of the speech.
Information is
additionally spoken
using students' diaries
and teaching journals
The factually critical contrast between the
mean pre-speaking and post-speaking and
speaking scores recommended that students
profit from performance and addressing
strategies.
Finally, as the research size of the present study
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item English test
through speaking
summer classes.
to enhance the survey
information.
was somewhat small, the study ought to be
imitated with a bigger research size and more
subjects who are students of English with many
sections to increase the generalizability of the
discoveries.
27 Aslan (2009), England The members
comprised 257 students.
The number of guys
was higher than the
females in the study
because speaking is
somewhat
progressively male in
the organization and
the polls are spread to
the entire class
without thinking about
the male and female
help.
In students’ studies, Green and Oxford (1995),
O'Malley et al. (1985), Ehrman and Oxford
(1995), and so into view, found that
progressively fruitful students used more
language learning systems.
This study invented answers identified with
age, language learning techniques, and
accomplishment. In any case, future research is
expected to all the more likely comprehend
students’ interconnection and students’
speaking exactness.
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2.14 Characteristics of Responsive
The nature of speaking response in learning settings has been recognized (Glynn, 1985).
The student begins the response by speaking. Learners understand how to share a first-
person language or a student's output language. If the student is good on this or the
speaker’s learning and teaching, they should have the option to begin interacting with
speaking around learning, working, and not just responding to questions and answering. In
a language-responsive learning space, students do not easily understand how to use
language to obtain information and materials, but such teaching is known from the
traditional mind-blowing concept (Glynn et al., 2009).
2.15 Motivation
2.15.1 Extrinsic and Intrinsic Motivation
Motivation can be divided into extrinsic motivation and intrinsic motivation (Lim, 2004).
Piggin (2012) states that speaking is a difference between extrinsic and intrinsic
motivations. Extrinsic motivations are caused by several extrinsic factors: the need to
transcend, the hope of financial rewards, the possibility of future travel, and so on. Internal
motivation comes from individuals' desire to do research as part of enjoying the learning
process and to improve their speaking skills (Puspitasari, 2013; Hwang et al., 2014).
This is important information for language teaching that trains speaking-related
communication and provides valuable motivation for speaking. Between speaking changes
and calm speaking, a progressive capacity was established (Goh, 2007; Polanco &
Velazquez, 2017). Business speaking, or value speaking, is based on the exchange of
information or objects and adventures, for example, finding information about a job by
calling an important person to finish things off on the steps. On the other hand, the
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interaction or speech of speaking is among the steps towards establishing and maintaining a
speaking association, for example, chatting with peers or, more importantly, making
conversation easier (Goh & Burns, 2012).
Motivation to be comfortable with spoken language is an essential element in the skill level
achieved in the target language (Chang, 2005). A researcher has shown that self-efficacy is
reliable in selecting students' motivation (Hsieh & Schallert, 2008). However, little research
has been suggested to correlate self-sufficiency and speaking skills in the multi-
dimensional, client-specific terms of language teaching. The adventure of this study
analyzed how the user-centered multi-user environment affects students who self-learn and
language learn in the English program (Rahayu & Jacobson, 2009). Hammer (2001) says
that motivation is some type of internal drive that forces one to fill everything to explain
and accomplish something. Motivation is an important part of influencing a certain level of
achievement in an activity. Motivation can be described as a poem that combines the need
for effort and the enthusiasm that provides an imitation of someone to accomplish
something or move toward an end or goal. Today, incentives expect students to do
important work for themselves to achieve their goals in learning (Kusdianang & Bharati,
2016).
Motivation is one of the basic skills that students should maintain in the school system. It is
recognized as one of the largest individual variables influencing achievement across a
broad spectrum of studies. Incentives are monitored from multiple focus areas in different
regions, and preparation is not yet essential (zürk & Gürbüz, 2013).
The process of learning and teaching is needed to awaken students (Woolfolk, 2007).
Motivation is an internal performance that mixes directly with and pays attention to the
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leader. Students cannot have a negative view of their language and customers. If the
teaching is felt soon due to the use of the language, it will increase the difficulty for the
students in learning the language (Rokhani, 2011). Motivation is also an important activity
in the productive exercises provided for speaking. Without showing any focus on trying,
the class attempt would be incompetent. To meet students' strengths in an activity, teaching
should choose subjects with a real depressed intensity among students' parties. In any case,
the topic offered to teenagers cannot be addressed to students who have grown up and are
currently unable to participate in any activity (Lifrieri, 2005). According to Hammer
(2001), there are two types of motivation: symbolic stimulation and extrinsic stimulus.
Meaningless motivation is recognized by an extrinsic object for researching the need for
adequate change rather than desiring rewards or the reliability of future travel. Students
have the pleasure of enriching a language because the outward speaker is the individual that
is referred to as teach (Baker, 1992). Furthermore, the foreign type of incentive is that the
inner stimulus outside of the depressed person is completely separate from the extrinsic
motivation since it begins from the inside of the individual, as indicated by Kurniawan
(2019). Motivation is difficult to describe. As Gardner (2006) states, motivation is a great
wonder from many angles. So, it is best to hope to provide one of the definitions. This is
because the word motivation is especially seen from a different focus. In this case,
perceptions consider the motivations that are gradually related to student decisions, such as
Keller (1983), referring to Brown (2015), similar to the points related to the choices
students make. As far as what science teaching or direction will approach or keep up with
the best ways and the level of effort put into it, in any case, in the constructive sense, in the
105

importance of incentives, teaching focuses more on speaking than individual decisions in
the agreement (Al & Shuib, 2009).
Motivation that is both integrative and practical. The ability, willingness, and/or desire to
integrate into the target language community are all examples of integrative motivation. It
indicates an emotional and psychological bond (Gardner, 2010). Contrarily, instrumental
motivation is focused on learning an EFL in order to acquire immediate benefits or short-
term objectives, such as getting educational credentials, passing exams, and meeting job
requirements (Gardner, 2001). The dominance of English over the world, however, exceeds
the limitations of integrative Ness (Ali, 2016; Islam, 2013). To understand English, for
instance, some English learners are driven to raise their level (Alshatti, 2022).
2.15.2 Extrinsic Motivation
Himportantmer (2005) defines motivation itself as a type of internal drive that prompts one
to look for action. It is a situation that will not be a satisfactory goal, and it is going to be
motivated to do whatever it takes to be attractive in landing on the target. Language
students who are encouraged in this regard see temporary goals. For research, students
should be designed to understand the learners to complete a student’s school assessment.
Motivation is important in language education. Students should be active, so teaching
should be appreciated from the most basic of lessons. Teaching is protected from the
speaker’s situation with the help of students in education. Teaching should feel like
teaching a verifiable language. The urge to learn English is disconnected from extrinsic
motivation and character (Setiyadi, 1999; Rashtchi & Yousefi, 2017).
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2.15.3 Intrinsic Motivation
Motivation is an important part of how a student should stay in the learning process. It is
recognized as one of the most important individual skills influencing achievement across a
broad range of studies (Woodrow, 2006). Consequently, incentives were investigated from
several focus areas in different areas, and they were prepared to stay away from their
importance. Brown (1994) describes motivation as intrinsic motivation, emotion, or need
that shifts from action to action. In a broader definition, Heckerson (1991) referred to as
now referred to (Dourney & Otto, 1998), motivation is a general concept to different
techniques and effects, and the simple focus is, in effect, an animal chooses directly
because of these visual effects. And for a short time after that, it realized that speaking was,
in some ways, an expression of sensuality. In the improvement of student advocacy,
Williimportants and Burden (1997) described motivation as a mental and enthusiastic
stimulus for cognitive decision making to act as a stimulus to academic effort or obviously
for achieving goals. As it will often be seen, motivation is a goal-reaching term whose
many definitions are shaped by different types of education and research (Ztürk & Gürbüz,
2013).
2.16 Performance
Almost all of this important help comes from words of speech every minute and a regular
delay between different syllables when speaking (Schloff &Yudkin, 1991). Tabatabaei and
Hejazi (2011) used unified speaking rates as an important guide for evaluating recognition
when speaking rates show generalization. Among the wonders of relief and solid
interference, they were similarly considered internally to see unfulfilled delays in English
words for all students from foreign countries (Hanifa et al., 2016), and adjustments in
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interference time for the student's speaking (Yang et al., 2011). Abandoning both the
definition and scope of collective speaking demonstrates the need for EFL students to
develop a speaking style (Fenollar et al., 2007; Yang, 2014).
As Thy (2008) noted, giving students first-hand directives will help the students' standing
and excitement towards future applications. It may be that the cause of the speaking, which
is the subject of the activity, to the slipping of the difficulty from complexity to the
obvious, may influence the student’s presentation. Margaret and Victor (2017) and
Githeoukakis (2010), on the other hand, objected to students appearing to rely solely on
inquiry-based surveys for all of their teaching. Along these lines, the fact that the subject
matter is related to the need for classroom instruction and how the questions are learned
about them in the classroom can influence student inactivity (Abbasian & Zadar, n.d).
The impact of presentations on student speaking performance has been investigated by
many in the field of language learning and teaching in the unclear language (Michael, 2003;
Sung et al., 2005; Tabatabaei & Hejazi, 2011). (Gill, 2013; Sirisrimangkorn & Suwanthep,
2013; Cho, 2015; Galante & Thomson, 2017; Hişmanolu & Olak, 2019).
Through this stage, the students gain all the knowledge and teaching necessary to gain the
opportunity to develop a speaking skill while teaching is focused on mentoring activities. In
this task, teaching can take imitation highlights to perform any activity that includes the
limits of teaching (Palacios, 2016). In addition, learners can improve their proficiency and
increase their confidence in areas such as speaking (Chamba & Ochoa, 2017).
Students focus on speaking work under different conditions (Li, 1998). National and
Newton (2009) believe that inactive situations can affect speech weakening. The type of
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condition that Vietnam is in (2015) indicates that there is time pressure, a central offensive
standard, and the importance of support.
Students complete the speaking role under conditional design (Kaplan, 2010). National and
Newton (2009) recognize that presentations can affect speaking performance. It is the type
of conditions of practice that National and Newton (2009) propose to unify the time
pressure, standardization of implementation, and aid assistance (Cumming & Brett, 2014).
Student presentations are difficult process with many results. Recently, the framework of
self-assessment and peer assessment has been monitored and reported in the composition
(Richard, 2015). Since this beginning, by Wati and Rozimela (2019), the possibility of
internal assessment has been closely assessed. Finally, most assessments focus on studies
related to the reliability and validity of these types of assessments (Patri, 2002; Wu et al.,
2009; Watt & Huesnch, 2012). Speaking proposes ways and frameworks to improve
students' defined quality and accuracy (Lee, 2001; Smith, 2002; Widyaningsih, 2013).
However, as demonstrated by Adiguzel and Ozudogru (2017) and AlFallay (2004),
speaking studies focus on the use and purpose of self-assessment (Oskarsson, 1989).
Overall, this chapter underscored the need for strategic reforms to enhance educational
quality and accessibility in Cambodia, with a focus on perceptions of private secondary
students towards teaching speaking motivation and performance in Cambodia.
The next chapter (Chapter 3) will discuss the research design, target population and
research sample, research instrument, data collection procedures, data analysis and
statistical procedures, and ethical considerations.
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CHAPTER THREE
METHODOLOGY
This chapter describes the use of research methodology in the study. The researcher
used computer software called the Statistical Package for Social Sciences (SPSS), version
24, to analyze the data using the Correlation Coefficient to measure the research questions.
Following Creswell (2014), a mixed-method approach was used in the study to compare
various viewpoints on the phenomenon and provide an explanation for the quantitative
results based on the qualitative data. The study was conducted in the capital city of
Cambodia, Phnom Penh, at a private secondary school. The school has been a pillar of the
community for ten years, offering three distinct academic programs: General Education in
General English, and additional curriculums. While the General English program featured
sub-programs including English for Kindergarten, English for Young Learners, and English
for Adult Learners. The English for Adult Learners program served as the subject of this
investigation (Heng, 2023).
The eleventh grade students' stream English textbook units in numbers served as the basis
for the role playing exercises that were carried out in speaking lessons. The students
majoring in English made up the population that experienced the role playing treatment.
Their predicted level of English ability was pre-intermediate, and their age ranged from the
age-16 to 17. Students in grades 11 took five English classes a week during the 2018 to
2019 academic year; these were required classes based on the national curriculum, and the
other two were electives. The school decided that the extra classes would also primarily
concentrate on grammar instruction. To maximize pupils' learning outcomes, the
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headmaster's policy did, however, provide teachers flexibility in how they implemented the
curriculum (Doan, 2024).
The teacher only employed role play when the pupils had two consecutive English courses,
each lasting 45 minutes, because it takes a lot of time. The majority of role playing
exercises took place in the second semester because students found the required speaking
assignments to be either too boring or too challenging. As a result, they must be revised to
include role playing.For her pupils, the researcher used Cherif et al. (1998) four steps for
building up a role play. First, the teacher prepared, and clarified the task by providing
precise instructions, and language support. After that, the pupils prepared the exercise in
their designated groups. The teacher moved around the classroom to provide assistance and
observation while the pupils worked (Doan, 2024).
3.1 Research Design
In this study, both qualitative and quantitative methodologies were employed in this
investigation. The approaches chosen were determined by the researchers' goal, which was
to get detailed feedback from the participants regarding the reasons behind the English
language proficiency issues that the secondary students were facing. Through interviews,
the researchers were able to investigate the participants' opinions and experiences with
success because to the use of a qualitative technique (Saragih, 2021).
There are several types of quantitative research. For instance, it can be classified as (1)
survey research. (2) Correlative research. (3) Experimental research and (4) causal-
comparative research. Each type has its own characteristics. Conduct survey research as a
research study: Survey research uses scientific theories and questionnaires to measure
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population characteristics with statistical accuracy. Does it seek to give the answers to
questions like how many students feel? And how often do teachers behave? Survey
research enables management to make comparisons between groups. It provides estimates
of the theory that may be relevant to the whole population to a certain degree. Survey
research requires that respondents be randomly sampled which means that each point in the
population has a probability of being sampled. There are defined techniques such as
random dialing and numerical procedures to ensure a scientific theory. On survey
development, researchers will usually work with statisticians to develop accurate sample
plans, researcher statistics to develop survey tools, and reputable field research and field
services that specialize in large-scale interviewing projects. It is necessary to work with
practice because the quality of the surveys can be affected by research tools (Sukamolson,
2007).
To fulfill the study's objectives, a qualitative approach was adopted. For data, a qualitative
method was employed. The structured interviews with individual questionnaires, and
classroom observations made up the collection. The primary method used in this study to
use Kirkpatrick's (1998) cut down for evaluating educational programs was as follows: a
theoretical framework that will direct the investigation fieldwork (Sreynit, 2024)..
3.2 Target Population and Research Samples
The target population and the selected research samples are discussed in detail as
the following:
3.2.1 Target Population
The target population, this study is conducted as quantitative (Wyse, 2017) at one of the
best private secondary schools located in Phnom Penh City, Cambodia. As indicated by
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Israel (1992) and Singh & Masuku (2014), to achieve an ideal degree of accuracy, almost
the whole population would need to be sampled in little groups. At the point when the
population is 500, the sample size is 100 depending on ±10% of the useful degree of
exactness. Many researchers (Sudman, 1976) add 10% to the sample size to accommodate
for those who are unable to be contacted, as sample size determination processes suggest
the number of responses that must be gathered (Israel, 1992; Singh & Masuku, 2014).
The students were chosen to take part in the research. All of the study's participants were
high school students. These are the private secondary students. They were briefed about the
goals and research ethics by the first author, and they volunteered to participate in the study
(Sreynit, 2024).
Table 3. 1
Sample Size Determination
Sample Size for ±5% and ±10% Precision Levels where Confidence Level is 95% and
P=0.5.
Size of Population
Sample Size (n) for precision (e)
500 222 83
1,000 286 91
2,000 333 95
3,000 353 97
4,000 364 98
5,000 370 98
7,000 378 99
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9,000 383 99
10,000 385 99
15,000 390 99
20,000 392 100
25,000 394 100
50,000 397 100
100,000 398 100
>100,000 400 100
Table 3. 1 Adopted from Israel (1992), Singh and Masuku (2014).
3.2.2 Research Samples
The researcher, the pilot study was conducted with 30 students who were learning English
subject at one of a private secondary school. The survey was introduced to any issue that
could be mistaken by respondents and as a result supposed poor response rates (Beach et
al., 2005)
Furthermore, Dishke Hondzel (2013) questionnaire for language instructors' creativity-
promoting behaviors was modified from it. It was changed to match the study and put to the
test of the experts' approval. According to the reliability analysis, Cronbach's alpha lies
between.71 and.90. Independence, integration, motivation, judgment, adaptability,
evaluation, query, opportunities, and dissatisfaction are among the indicators listed on the
teacher creativity questionnaire (Corsino et al., 2022).
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3.3 Research Instrument
This research employed, this study applied the Quantitative method because of the research
gap in chapter two which suggested this topic (Keele, 2011). Quantitative examination and
techniques explicitly depend on mathematical information that can be changed into usable
statistics. Quantitative techniques are regularly identified with the positive worldview
where the positive accepts that lone a solitary quantifiable reality exists (Omarsson, 2017).
Creswell (2014) Book Research Design: Quantitative Method Approach discusses the
approach: Quantitative method. This educational book is both informative and illustrative,
and it will benefit to students, teachers, and researchers alike. For a better understanding of
this book, readers should have a basic understanding of research. The book is divided into
two sections. Part I describes the steps for developing a research proposal, while Part II
describes how to develop a research proposal or write a research report. At the end of each
chapter, a summary is provided to assist the reader in reviewing the ideas. Furthermore, the
writing exercises and suggested readings at the end of each chapter are beneficial to the
readers. Chapter 1 begins with a definition of research approaches, and the author expresses
the belief that the choice of a research approach is influenced by the nature of the research
problem, the experience of the researchers, and the study's audience. The author
differentiates between qualitative, quantitative, and mixed methods research. There is a
difference between quantitative and qualitative research approaches. According to the
author, interest in qualitative research grew in the final half of the twentieth century. The
worldviews, or paradigms, as (Fraenkel et al., 2012) and Onwuegbuzie and Leech (2005)
refer to them, have been explained. The use of language can become overly philosophical
115

and technical at times. This is most likely due to the author's need to explain some technical
terms (Ishtiaq, 2019).
Because the quantitative paradigm is founded on objectivism and positivism, it is referred
to as scientific research (Creswell, 2014; Ma, 2012; Jonker & Pennink, 2010). The
quantitative standard holds that there is only one objective reality that is distinct from the
researcher's perceptions. The researcher is unaffected by the phenomenon under
investigation; neither affected nor affected by it. The primary goal of quantitative research
is to quantify causal relationships through the use of a value-free framework (Johnson &
Onwuegbuzie, 2004; Sale et al., 2002). The quantitative approach is based on the collection
and analysis of quantitative data and observes to the quantitative research paradigm
(Bryman & Bell, 2007; Johnson & Christensen, 2012). It is a confirmatory or deductive
approach, with the primary goal of testing theories and hypotheses by examining the
relationships between variables (Antwi & Hamza, 2015; Bryman & Bell, 2007; Johnson &
Christensen, 2012; Creswell, 2014). The qualitative approach, on the other hand, adheres to
the qualitative research paradigm, and it is based on the collection and analysis of
qualitative data (Bryman & Bell, 2007; Johnson & Christensen, 2012). It is an exploratory
or inductive approach that seeks to investigate and comprehend the meanings that
individuals or groups assign to social phenomena (Bryman & Bell, 2007; Johnson &
Christensen, 2012; Creswell, 2014) according to (Maarouf, 2019).
Quantitative data was derived from the primary and secondary sources discussed earlier in
this chapter. This data analysis was performed using Excel, SPSS 20.0, Office Word
format, and other tools based on their data type. This data analysis is primarily concerned
with numerical or quantitative data analysis. Data coding of responses and analysis were
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performed prior to the analysis. The data obtained from questionnaires were coded to SPSS
20.0 software in order to easily analyze the data obtained. This task entailed identifying,
classifying, and assigning a numeric or character symbol to data in only one pre-coded way.
All of the responses in this study were pre-coded. They were chosen from a list of
responses, and a number corresponding to each selection was assigned. This procedure was
followed for every previous question that required it. Following completion, the data was
transferred to a statistical analysis software package, SPSS version 28.0.1 on Windows 10,
for further processing. Data exploration has been carried out using descriptive statistics and
graphical analysis as part of the data analysis. The analysis included investigating the
relationship between variables and comparing how groups affect one another. This was
accomplished through the use of cross-tabulation, chi-square, correlation, and factor
analysis, as well as nonparametric statistics (Sileyew, 2019).
The questionnaires were included the factors as independent variables measured on five-
point Likert scale items developed for this study and the number of items is indicated in
supports: time-planning skills (1); decreased time for communication with colleagues (2);
possibility to work from home (3); supervisor's trust (4); supervisor's support (5);
possibility to reduce travel expenses (6); possibility to care for family members (7);
suitability of the working place (8). As independent variables, and we also measured
gender, and the number of children. Two five-point Likert scale items were used to assess
the dependent variable of subjective career opportunities. The other three dependent
variables, overall satisfaction with the work, perceived benefits of work, and self-reported
productivity, were assessed using a single five-point Likert scale items. All of these items
are shown, and described (Nakrošienė et al., 2019).
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3.3.1 Instrument Development
The research is to answer the research hypothesis in this research, a purposive sampling is
adapted because it enables the researcher to focus on specific characteristics of the
population. The purposive sampling technique is a sort of non probability sampling, which
was the most effective where as studying an exact cultural domain (Dincer & Yesilyurt,
2017).
A correlation was conducted with stage as a variable and demographic factor as covariates
to determine whether speaking in the different stages of adoption had statistically
significant differences on each of the following outcome variables perceived benefits,
barriers, decisional balance and risk perception of developing English speaking (Wu et
al.,2009).
The items for motivation are involved using five-point Likert-type scales. Items on the
scales are verified at 1 = strongly disagree, 2 = slightly disagree, 3 = Disagree, 4 = slightly
agree and 5= strongly agree (Tuan, 2011; Chen & Shieh, 2005).
The scale is used to evaluate the peer and self-assessment for the following introduction
chart below please carefully rate how students felt about peer, and self-assessment. Use the
scale of 1 to 5 with 1. Strongly disagree 2. Slightly disagree 3. Disagree 4. Slightly agree
5. Strongly agree (Lee & Chang, 2005). (Appendix D).
The scale is used to evaluate the teaching speaking for the following introduction chart.
Please carefully rate how students felt about role play. The outcome space for Likert scales
is made up of a limited range of possible responses on ranges, such as disagree or agree.
Most Likert scales should be made from one to five points. For scales with more than four
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or five categories (Smith et al., 2003) for a detailed study concerning this issue. One to five
points is desirable for student respondents and respondents with low motivation to
complete the questionnaire because the 1-to-5-point scales are easy to understand and
require effort to answer. When possible, however, 1-to-5-point scales should be used as
they permit the possibility of increased measurement precision. Use the scale of 1 to 5 with
1. Strongly disagree. 2. Slightly disagree. 3. Disagree 4. Slightly agree. 5. Strongly agree
(Nemoto & Beglar, 2014).
3.3.2 Reliability of the Research Instrument
After the researcher created the demographic profile of the respondents based on the
collection with information on educators such as genders, and ages. The questionnaires
were designed to teaching English speaking. The questionnaires were designed speaking
with the questionnaires that included in both sections A and B about teaching speaking.
Table 3. 2 Reliability test of Speaking on Student Motivation and
Student Performance
Variables Cronbach’s Alpha Number of items
Teaching Speaking 0.900 N of Items: 20
Student Motivation 0.713 N of Items: 8
Student Performance 0.890 N of Items: 12
Table 3. 3 Mean and Std. Deviation of student motivation and student performance.
The academic motivation and performance, Cronbach’s alpha for 40 items was 90 (Table
3.3), indicating a good relationship among items. Overall, the findings from the pilot study
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showed that all the items in the questionnaire were reliable in collecting the data for the
main research study.
3.4 Data Collection Procedures
The research study followed a well-defined
Figure 3. 1 pilot study
120
Step 2: Give the questionnaires
Respondents of private secondary schools
Step 3: Answer the questionnaires
Respondents were asked to complete the
questionnaires.
Step 1: Explain
Giving clear instruction to all respondents. Respondents were
Questioned to answer the questions related to learnin speaking
Step 4: Do the Peer-Assessment
Respondents asked each other in term of peer-
assessment. Offering the material in the class
with the clear for respondents to the
questionnaires prepared.
Step 5: Collect the questionnaires
Researcher collected the questionnaires from
the respondents. Researcher had to check the
Number of questionnaires.

3.5 Data Analysis and Statistical Procedures
This study aims to the data was analyzed using the (SPSS) tool available in version 28.0.1
Designed items are analyzed statistically and computed the frequency and the individual.
Importance of respondent classification for the lexical scale. Items are spoken through
descriptive statistics.
The questionnaire was used to get information on (EFL) speaking in a private secondary
school on student motivation and student performance. The purpose of the interview
questions was to gather data regarding the difficulties associated with learning English
speaking. Students in their secondary school at private school in the city of Phnom Penh,
Cambodia, were given the questions (Sreynit, 2024).
Researchers can measure and analyze the frequency, significance, and relationships
between particular words, subjects, and concepts using content analysis. According to
Graneheim and Lundan (2004), inferences can be made regarding the text creator,
audience, meaning, and even the work cultural, and historical background. Following the
interviews, the data was gathered, examined, and categorized into topics. In order to
comprehend the outcomes, the researcher also assessed the qualitative data that the students
had supplied and employed thematic data analysis. The interview transcripts were assessed,
and interpreted using thematic data analysis in order to respond to study questions
concerning the difficulties faced by private secondary students in Cambodia when learning
English speaking (Sreynit, 2024).
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The study used a questionnaire as a tool. The questionnaire is in both English, and Khmer
versions. The students' administration of the questionnaire was considered most appropriate
for collecting data in this study. Data collection is carried out confidentially and privately.
The questionnaire was administered directly to the participants.
The students took the test in pairs, and two evaluators from Cambridge English, England
independently assessed each pair's performance using the same rubric. The performance
ratings for each student from the two judges were then totaled up. The criteria for speaking
are: A speaking rubric (Price et al., 2019). That was adapted from Cambridge English was
used to grade the students' speaking performances. It was divided into five categories for
marking: vocabulary, grammar, pronunciation, interaction, and fluency. Each category was
scored out of five and then multiplied by a different weighting factor to determine its
relative importance. The PPP lesson plans, which were created based on the PPP lesson
style consisting of three stages: Presentation, Practice, and Production, were utilized to
teach the control group instead of the coursebook's sections and content (Nget et al., 2020).
The interview questions served as the research tool in this study. There were English-
language interview questions. The questions were administered in a way that was most
appropriate for gathering data for this investigation. In the end, absolute secrecy, and
privacy were continued during the data collection process. Every interview question was
posed to the participants one by one. The supervisor, and the head of the English
department approved the questions that the researchers designed based on the difficulties
associated with learning English (Sreynit, 2024).
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Table 3. 4 Data Analysis-based Research Hypotheses
Research Hypotheses
Collection
Method
Analysis
Method
H0 1. There is no relationship between student motivation
and teaching speaking
Questionnaires
Correlation
Coefficient & P-
Value
H0 1.1. There is no relationship between intrinsic and
teaching speaking
Questionnaires
Correlation
Coefficient & P-
Value
H0 1.2. There is no relationship between extrinsic and
teaching speaking
Questionnaires
Correlation
Coefficient & P-
Value
H0 2. There is no relationship between student
performance and teaching speaking
Questionnaires
Correlation
Coefficient & P-
Value
H0 2.1. There is no relationship between self-assessment
Questionnaires
Correlation
Coefficient & P-
Value
H0 2.2. There is no relationship between peer assessment
Questionnaires
Correlation
Coefficient & P-
Value
3.5.1 Descriptive Statistics
Descriptive statistics in terms of Correlation shows how two variables move together in
linear mode. In other words, correlation reflects the linear relationship between two
variables. It is an important measure in data analysis, especially in decision making,
predicting market behavior, English speaking, pattern recognition, and other global issues
related to environmental, political, legal, economic, financial, social, educational, and
artistic systems (Xu & Xia, 2011).
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Correlation methods are research methods designed to predict the extent of the relationship
between two or more variables. According to Huntsberger and Billingsley (1997), there are
three possible outcomes of related studies: positive correlation, negative correlation, and no
correlation. A positive correlation means that an increase or decrease in one variable is
accompanied by an increase or decrease in another. A correlation coefficient close to 1.00
indicates a positive correlation. Negative correlations: When an increase in one variable is
accompanied by a decrease in another, it means that there is a negative correlation between
those variables. A correlation coefficient close to 1.00 indicates a negative correlation. No
correlation: It is said that there is no correlation when the variables are not correlated and
there is no linear correlation between them. Consecutive coefficients of 0 indicate that they
are not correlated (Mulyaningsih, 2012).
Correlation, also called correlation analysis, is a term used to describe the association or
relation between two or more quantitative variables. This analysis is based on the
assumptions of a straight-linear relationship between quantitative variables. Similar to the
measure of association for two variables, it measures the strength or extent of the
relationship between a variable and its direction. The final result of the correlation analysis
is the correlation coefficient; whose values range from -1 to 1. A correlation coefficient
indicates that the two variables are perfectly related in a positive linear manner; a
coefficient of 1 indicates that the two variables are perfectly correlated in a negative linear
manner; a correlation coefficient of zero indicates that no linear relationship between the
two variables is being studied (Gogtay & Thatte, 2017).
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This research will use correlational research. Correlation studies are to determine the
relationship between the two variables. Students' motivation and their achievement in
speaking comprehension (Ningrum & Matondang, 2017).
The characteristics of the correlation analysis are:
0.90 < r < 1.00 Very high correlation
0.60 < r < 0.80 High correlation
0.40 < r < 0.60 Good correlation
0.20 < r < 0.40 Low correlation
0.00 < r < 0.20 Very low correlation
.
3.5.2 Inferential Statistics
Using Correlation Coefficient
Correlation coefficients are always between -1 and +1. Closer correlation is +/-1 closer to
perfect linear correlation (Simon, 2005). (i).1.0 to-0.7 the negative correlation is very
negative. (ii). 0.7 to-0.3 Correlation Negative, negative, negative, (iii). 0.3 To +0.3 has little
or no correlation. (iv). from + 0-3 to +0.7, there is a weak positive correlation. (v). Positive
correlation: + 0.7 to +1.0 (Rahman & Deviyanti, 2018).
Relationship coefficients are the important mathematical tool in decision-making.
Compared with decision-making methods using operators, the decision-making method is
based on the coefficients associated with the simple decision-making process (Ye, 2017).
Defining the interpretation of the correlation coefficients is explained in the Interpretation
of Coefficients table below (Faliyanti & Arlin, 2018).
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Coefficient Correlation Category
0.800-1.00
0.60-0.799
0.40-0.599
0.20-0.399
0.00-0.199
Very high
High
Enough
Low
Very low
Correlation coefficients showed significantly higher positive and negative correlations (p
<0.01 level) and also showed significant positive and negative correlations (level <0.05)
(Shinde et al., 2011).
The correlation coefficient, which ranges between -1 and 1, demonstrates the linear
relationship between P-values. The stronger the correlation, the closer the absolute value is
to 1. It should be noted that if two tests are independent, the corresponding correlation
coefficient is 0. However, this is not always the case. The only distinction between
correlation coefficients —1 and 1 is that the former represents a negative correlation. The
former denotes a negative correlation, whereas the latter represents a positive correlation,
direct amount. Used is Pearson's correlation coefficient. Correlation is calculated by
looking at the mutual correlation of exam results (Doanaksoy et al., 2017).
Sometimes the P-value is very small, and so it is expressed as P 0.0001 or approx (Gardner,
1986). The above method can be applied to a small P-value. The P setting equals the value,
if it is less, but the statistics will be too small, hence the standard error will be too large and
the result will be too large. This is not a problem as long as we remember that the estimate
is better than the proposed interval. When the researcher was told that P > 0.05 or the
difference was not significant, Things get harder. If the researcher applies the method
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described here using P = 0.05, the confidence interval will be smaller. Researchers need to
keep in mind that estimates are lower than the calculated trust intervals (Altman & Bland,
2011).
Significance level information is usually provided in the form of a P-value in
correspondence for most information levels. For example, if P 0.01, then P must be less
than 0.05 (P 0.05). On the other hand, knowing that P 0.05 does not indicate whether P is
also lower than 0.01; therefore, P 0.01 is more informative than P 0.05 if both are true.
Similarly, P > 0.05 is more informative than P > 0.10 if both are true. Among the levels
where significant values of test statistics can be found, the most informative level for
specific results at hand is usually reported. Table 3 gives a reasonable interpretation of the
different P values (Mubashir & Ageel, n.d).
P-VALUE INTERPRETATION
Very strong evidence against H or result is highly significant
0.015 p < 0.05 Moderate evidence against Ho or result is significant
0.05 <_p < 0.10 Strong evidence against H or result is marginally significant
Little or no evidence against Ho or result is not significant
The P-value of the observed value of a test statistic is considered the rule of evidence
against a worthless hypothesis that proves large evidence. In a sense, this is true, but the P-
value is conditional on data from a specific experiment and is therefore relevant for that
particular experiment. If one wants to compare p values from different experiments or even
incorporate evidence into them, as in meta-analysis, one has to consider their distribution
properties (Kulinskaya, 2010).
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3. 6 Data collection timeline
The survey was used to get information on teaching (EFL) speaking in a private secondary
school and student motivation and student performance. The study was provided to the
respondents in a private secondary school in Phnom Penh, Cambodia. The diagnostic
results showed that cross-language speaking practice was proposed within 10 weeks of
recognition. There was one type of speaking chosen from those characteristics that was
responsive in the speaking study. In addition, the teaching stimulated the speaking
activities, especially teaching speaking. Working with illustrates in detail teaching-driven
speaking practices in each speaking task.
The flexibility of face-to-face in-distance interviews has led to their adoption. The
interview guide comprised of the questions that centered on the views of students regarding
the advantages of role play, and its application in EFL classes, as well as their emotions,
and challenges during the role playing process. Every interview with the students lasted
around twenty minutes, and took place in the school English Department office. The
interviews were done in the classes in Cambodia. The data was then analyzed using the six-
phase thematic analysis suggested by Braun, and Clarke (2006). The six-phase process
included getting acquainted with the data, creating preliminary codes, looking for subjects,
evaluating themes, identifying, and classification themes, and creating the report (Doan,
2024).
Table 3. 5 Present the learning session student’s period.
Participants Procedure
Week 1
Introduction to Responsive of Speaking:
1. Definition of Responsive of speaking
Sample example 1 of Responsive of speaking
Week 2 Special tasks of Responsive
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1. Sample example of special tasks of Responsive of
speaking
2. Exercise 1 to work
Week 3 Good responsive speaking elements
1. Sample example 3 of good responsive speaking tasks
2. Exercise 2 to work
Week 4 Steps of the speaking process for Responsive:
1. Pre-Speaking
2. While-Speaking
3. Post-Speaking
4. Correcting
5. Publish
Week 5 & 6 Task (Topic) to work:
1. Speak about the students preferring (Unit 4, p.55)
(Appendix E)
2. Role play of working in pairs
Week 7 & 8 Task (Topic) to practice:
1. Speak about short phrases (Unit 8, p.103)
2. Role play of short phrases
Week 9 &10 Task (Topic) to work:
1. Speaking about short phrases and formal language
2. Role play of working in pairs
Table 3.5 presents the learning session students period (Lesson plan of speaking on Appendix C).
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3.7 Research procedure
The research procedures for this research included teaching instruction for students, the
procedure based on the results of the pilot study. However, some of these changes have
been adapted as extrinsic conceptual research. Responses from the pilot study suggest all
changes and improvements as shown in Figure 3.2.
130
Step 2: Give the questionnaires
Respondents of private schools
Step 3: Answer the questionnaires
Respondents will be asked to complete the
questionnaires.
Step 1: Explain
Giving clear instruction to all respondents
Respondents are questioned to answer the questions related to
learning speaking
Step 4: Do the Peer-Assessment
Respondents observe each other in term of
peer-assessment. Offering the material in the
class with the clear tasks for respondents to the
questionnaires prepared.
Step 5: Collect the questionnaires
Researcher collects the questionnaires from the
respondents.
Researcher has to check the number of
questionnaires.

Figure 3. 2 Research Procedure
3.8 One-tailed and two-tailed P-Values
A one-tailed test is recommended if the coefficient is relied upon to have a sign (positive or
negative) which should be reflected in the hypothesis that implies the relating association.
If no theories are made about the coefficient sign, a two-tailed test is also recommended
(Kock, 2015).
One-tailed versus two-tailed P-values Adair (2013) utilized two-tailed P-values for the
important trial of the speculations, though Adair and Fredrickson (2015) utilized one-tailed
P-values, expressing that doing so was supported because the theories that attribute care
and state care would predict decreased pushed judgment were directional (Nickerson &
Brown, 2016).
To sum up, this chapter provided a comprehensive overview of the research methodology
employed in the study. It thoroughly explained all aspects of the research process, including
the research design, target population, sample size, sampling methods, pilot testing,
research protocol, data processing, and ethical considerations. The participants were
selected from the private secondaryy students to take part in the study, and the data was
collected through a questionnaire distributed via Google Forms. The collected data was
then analyzed using SPSS (Version 23), utilizing descriptive statistics to measure the level
of students’ performance, learners’ motivation, and speaking; inferential statistics to
examine the statistically significant differences of each variable, and correlation coefficient
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tests to measure the relationships and significance of the gathered information. The
following chapter (Chapter 4) will present the results of this in-depth analysis.
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CHAPTER FOUR
RESULTS OF EMPIRICAL FINDINGS
4.1 Introduction
In this chapter, the findings from the data collection are shown. This chapter focuses
on demographic data, research findings based on research hypotheses and summary of
findings. This chapter showed that the data relied on research hypotheses. The researcher
used the information gathered in the Statistical Package for Social Sciences (SPSS) 28.0.1
and Correlation Coefficient to measure the research questions presented in the tables
accordingly with Correlation Coefficient, and P-Value to measure the research hypotheses
presented in the tables and discover the outcome of the study the correlation between the
independent variable(s) and dependent variables (Sampson, 2023).
4.2 Demographic Data
Table 4.2.1
The demographic data from Gender, Age, Enrollment, and Grade,It could be concluded that
the students’ experience of Secondary English students of the private Secondary School, the
students (67%) learned English 14-16 years, 1 student (67%) learned English 17-22 years, and 1
student (31%) learned English 23-26 years. The total of 100 students offered the answer to the
questionnaire. Remaining the respondents, there were 35% of female and 65 % of male (table
1). And new enrollent was 26%. According to the age group, the table shows that the majority of
students.
Respondents Description No. of respondents Percentage %
Gender
Male
Female
35
65
35
65
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Total 100 100
Age
14-16
17-22
23-26
Total
67
31
2
100
67
31
2
100
Enrollment
Private School
Total
100
100
100
100
Grade
10
11
12
Total
54
20
26
100
54
20
26
100
4.3 Research Findings Based on Research Hypotheses
The correlation coefficient is in terms of the relationship between the independent variable
(IV) teaching speaking and the dependent variables (DVs) student motivation and student
performance.
4.3.1 Ho.1: There is no relationship between teaching speaking (Role Play) and
student motivation (Intrinsic and Extrinsic).
Table 4. 3.1
Correlation Coefficient between teaching speaking (Role Play) and student motivation
(Intrinsic and Extrinsic).
Variables Correlation Coefficient P-Value
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Teaching Speaking
(Role Play)
Student Motivation
(Intrinsic and Extrinsic)
0.58 0.00
Note: Correlation is significant at the 0.01 level (2-tailed).
In Table 4.2, the correlation coefficient of teaching speaking (Role Play) and student
motivation (Intrinsic and Extrinsic) were 𝑟=0.58 with P-value (𝑝<0.01). r = 0.58 was a
good positive correlation with a strong statistically significant (𝑝<0.01). Therefore, the
correlation coefficient was meaningfully different from zero and P-value was strong
statistically significant.
4.3.2 Ho.1.1: There is no relationship between teaching speaking (Role play) and
student motivation (Intrinsic).
Table 4. 3.2
(Intrinsic).
Teaching Speaking
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(Role Play)
Student Motivation
(Intrinsic)
0.43 0.00
The correlation coefficient of teaching speaking (Role Play) and student motivation
(Intrinsic) were 𝑟=0.43 with P-value (𝑝<0.01). r = 0.43 was a good positive correlation
with a strong statistically significant (𝑝<0.01). Then, the correlation coefficient was
significantly different from zero and P-value was strong statistically significant in Table
4.3.
student motivation (Extrinsic).
Table 4. 3.3
(Extrinsic).
Teaching Speaking
(Role Play)
Student Motivation
(Extrinsic)
0.64 0.00
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The correlation coefficient of teaching speaking (Role Play) and student motivation
(Extrinsic) were 𝑟=0.64 with P-value (𝑝<0.01). r = 0.64 was a high positive correlation
with a strong statistically significant (𝑝<0.01). As a result, the correlation coefficient was
considerably different from zero in Table 4.4 and P-value was strong statistically
significant.
4.3.4 Ho.2: There is no relationship between teaching speaking (Role Play) and
student performance (Self-Assessment and Peer-Assessment).
Table 4.3.4
Correlation Coefficient between teaching speaking (Role Play) and student performance
(Self-Assessment and Peer-Assessment).
Teaching Speaking
(Role Play)
Student Performance
(Self-Assessment and Peer-
Assessment)
0.78 0.00
With Table 4.5 of the correlation coefficient of teaching speaking (Role Play) and student
performance (Self-Assessment and Peer-Assessment) were 𝑟=0.78 with P-value (𝑝<0.01).
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r = 0.78 was a high positive correlation with a strong statistically significant (𝑝<0.01).
Therefore, the correlation coefficient was significantly different from zero and P-value was
strong statistically significant.
student performance (Self-Assessment).
Table 4.3.5
(Self-Assessment).
Teaching Speaking
(Role Play)
Student Performance
(Self-Assessment)
0.61 0.00
The correlation coefficient of teaching speaking (Role Play) and student performance (Self-
Assessment) were 𝑟=0.61 with P-value (𝑝<0.01). r = 0.61 was a high positive correlation
with a solid statistically significant (𝑝<0.01) in Table 4.6. Thus, the correlation coefficient
was significantly different from zero and P-value was strong statistically significant.
student performance (Peer-Assessment).
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Table 4.3.6
(Peer-Assessment).
Teaching Speaking
(Role Play)
Student Performance
(Peer-Assessment).
0.60 0.00
The correlation coefficient of teaching speaking (Role Play) and student performance
(Peer-Assessment) were 𝑟=0.60 with P-value (𝑝<0.01). r = 0.60 was a high positive
correlation with a strong statistically significant (𝑝<0.01) (Table 4.7). So, the correlation
coefficient was significantly different from zero and P-value was strong statistically
significant.
student motivation and student performance.
Table 4.3.7
Correlation Coefficient between teaching speaking (Role Play) and student motivation and
student performance.
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Teaching Speaking
(Role Play)
Student Motivation and
Student Performance
0.67 0.00
The correlation coefficient of teaching speaking (Role Play) and student motivation and
student performance were 𝑟=0.67 with P-value (𝑝<0.01). r = 0.67 was a high positive
correlation with a strong statistically significant (𝑝<0.01) (Table 4.8). So, the correlation
coefficient was significantly different from zero and P-value was strong statistically
significant.
4.3.8 Ho: There is no relationship between teaching speaking (Role Play), Student
motivation (Intrinsic and Extrinsic), and student performance (Self-
Assessment and Peer- Assessment).
Table 4.3.8
Summary relationship between teaching speaking (Role Play), Student motivation (Intrinsic
and Extrinsic), and Student performance (Self-Assessment and Peer-Assessment).
Variables Roleplay Intrinsic Extrinsic Self-
Assessment
Peer-
Assessment
Roleplay - 0.43* 0.64* 0.61* 0.60*
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Intrinsic 0.43* - 0.58* 0.55* 0.57*
Extrinsic 0.64* 0.58* - 0.59* 0.68*
Self-
Assessment
0.61* 0.55* 0.59* - 0.78*
Peer-
Assessment
0.60* 0.57* 0.68* 0.78* -
* 𝑝<0.01
There was a statistically significant good positive correlation between teaching speaking
(Role Play) and student motivation (Extrinsic) were 𝑟=0.64 with a strong statistical
significance (𝑝<0.01) (Table 4.2 and 4.4). Also, there was a statistically significant, high
positive correlation of teaching speaking (Role Play) and student performance (Self-
Assessment and (Peer-Assessment) were 𝑟=0.78 with a strong statistically significance
(𝑝<0.01) (Table 4.5, 4.7 and 4.6). Moreover, there was a good positive correlation between
teaching speaking (Role Play) and student motivation (Intrinsic) which were statistically
significant were 𝑟=0.43 with a strong statistical significance (𝑝<0.01) (Table 4.3). There
was a statistically significant high positive correlation between teaching speaking (Role
Play) and student motivation and student performance were 𝑟=0.67 with a strong statistical
significance (𝑝<0.01) (Table 4.8).
As a result, the independent variable (IV) and “0.67” dependent variables (DVs) “0.58 and
0.78” were correlated with the P-value (𝑝<0.01) was statistically significant in Table 4.9.
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4.4 Findings from Interviews with Students
To investigate to what extent role play can motivate EFL students to speak more English in
their speaking classes, data from interviews have been analyzed based on three major
themes: The qualitative information from the student interview replies about the use of
performance-based role-playing exercises in a speaking class was presented in this part.
The favorable benefits of performance-based role play exercises and student preferences
were among the themes found in the interview data.
1) Students’ opinions on the benefits of using role play in their EFL speaking classes,
2) How students felt during the intervention.
3) Students’ difficulties whilst practicing role play.
4) Students’ Opinions on. The Benefits of Using Role Play in their EFL Speaking
Classes
Upon being asked about how role play could enhance students' oral ability in the long run,
every student who took part in the study said that they had favorable opinions about this
kind of learning. Accuracy, cooperative learning, confidence, and interactive
communication abilities were determined to be the four subjects.
A. Accuracy
By the time the study came to a finish, students had come to the conclusion that role-plays
were helpful because they helped them practice speaking English correctly—that is, using
vocabulary and grammar structures by having them act out roles assigned to them and learn
from friends. For instance, the students said, "They believe role-plays can aid in vocabulary
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growth and grammar improvement." They genuinely lacked sufficient vocabulary and
sentence construction, but when given an assignment, they were able to converse more with
my friends, easily exchange ideas, and take turns acting as my friends. This motivates me
even more to practice speaking English at home. (Extracted from the students' interview) In
the first semester, they had trouble pronouncing the word "have" correctly, although now
while role playing a situation with my partner, they could pronounce it in a right way.
B. Collaborative learning
The students stated that he could communicate more and improve comprehension of this
shared activity by participating in the discussion to find the answer to an assigned scenario.
They understand that speaking more and more words comes easy to them, and they feel
comfortable making eye contact with their partner, even though initially they are
apprehensive and even lack confidence while speaking in English. However, it takes them a
few learning sessions to become accustomed to talking or listening to them talk for a little
while longer. (They, excerpt from an interview) "We have to collaborate to assign roles and
develop dialogue in order to put on a good play, so role-plays help them to interact with
their friends." (The students, interview extract “When you [the teacher] ask us to work in
pairs and then present to the class and they have to work with my partner to create a
dialogue.”
C. Feeling of confidence and interactive communication
Regarding the aforementioned two interconnected elements, three participants said, "In the
past, students would shy away from speaking up when their teachers called on them."
However, kids start talking when they collaborate with their pals on schoolwork. They then
speak with confidence in front of their pals. They had no confidence at all before. (They,
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excerpt from an interview) "By cooperating, they are able to speak English in class more
frequently, which boosts their confidence. They are now able to look my spouse in the eye
directly. (They, from an excerpt of an interview) "They feel better, or more confident,
definitely when they play roles." When they are in front of others, presenting ideas on the
floor, they feel natural and authentic. (They, a passage from an interview).
Furthermore, from the behavioral learning perspective, role-plays were thought to be useful
in real life by two respondents, addressing the importance of communication outside the set
classroom assignments or predetermined settings.
Students stated that role plays improved their ability to solve problems by applying their
knowledge to real-world situations, improving their language skills, enhancing interactive
communication, and expressing other points of view. Below are some samples of the
responses from the pupils. "They are aware of proper table manners and appropriate usage
of everyday language when participating in social situations." (They, taken from an
interview) they have to start a guided skit by using role cards and then develop a
conversation like a genuine scenario when they are asked to act and switch roles about
choosing what gift to buy for a buddy on their birthday. (They, a passage from an
interview).
According to the testimonies provided by these respondents, role plays aided in their
vocabulary growth because they allowed them to learn from partners or by searching
dictionaries. According to the interviews, role plays helped them pronounce words more
accurately when speaking English. "At the conclusion of the presentation, they can self-
correct this feedback from the teacher or my partner when they make some pronunciation
errors after working out a solution to a problem." (They, excerpt from an interview)
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"Pronunciation is something they pick up from my pals or spouse. They acknowledge their
deficiencies in this area of knowledge. After engaging with friends or working in pairs,
their pronunciation significantly improved. (They, a passage from an interview).
4.5 Insights into students’ preferences
Students indicated that role-playing was their favored method of speaking training when
asked to choose between guided practice (and scripted role plays) and performance-based
role-play instruction. "They prefer role-plays because they can study with their friends and
they feel free to express ideas on their own," said four pupils. It's enjoyable to pretend and
switch roles. "They hope to role-play assigned tasks or situations next semester because
role-plays are much more interesting and related to reality," they said in an excerpt from an
interview. (They, excerpt from an interview) "They choose role-play activities because,
unlike other reciting or drilling ones, we are free to act, speak, and add something to make
the conversation more interesting." (They, taken from an interview) "They favor role-plays
because they foster an engaging learning environment." (They, a passage from an
interview). According to these opinions, role-playing exercises created an engaging and
cozy learning atmosphere that may have inspired or motivated students' participation or
learning. They were interested in putting role-play activities into practice since they were
thought to produce creative ideas. Role-playing is entertaining and imaginative. Unlike
with traditional teaching approaches, they are not subjected to limitations. They can easily
develop the conversation when interacting with their classmates by coming up with new
roles or stories in related circumstances. (They, taken from an interview) They highlighted
the importance of performance-based role-playing exercises in this quotation when
discussing self-study, comfort, and creativity in order to create a fresh and engaging
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learning environment. "They have more reality related experience, and step into shoes of
various characters like father, mother, child, interviewer to experience feelings, behaviors
so they can employ the experience learned into real life," they said, arguing in favor of
performance- based role play exercises. Additionally, they believe that when they assume
someone else's role, they can talk clearly. (They, a passage from an interview).This chapter
offered findings from the study-based research hypotheses. The correlation coefficient of
each variable was measured and shown in the tables, respectively. As a result, there was a
good positive correlation between teaching speaking and student motivation, a good
positive relationship between teaching speaking and student performance, and high positive
correlations between teaching speaking and student motivation and student performance. In
short, all the main variables were statistically significant enough to reject all the null
hypotheses.
4.6 Research Question
This section presents the findings related to the fifth research question: "To what
extent is there a relationship between perceptions of private secondary students towards
teaching speaking motivation and performance?"
As a result, Cambodian EFL secondary students exhibited high levels of perceptions of
private secondary students towards teaching speaking motivation and performance. Also,
male students perceived higher learner motivation, engagement, and academic performance than
females. The study levels did not affect these perceptions, but students attending private secondary
school report higher learner autonomy than those attending public schools. In addition, there was a
moderate positive correlation between learner autonomy and learner engagement, a high positive
correlation between perceptions of private secondary students towards teaching speaking
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motivation and performance, and a positive correlation between perceptions of private
secondary students towards teaching speaking motivation and performance. The next chapter
(Chapter 5) will discuss the empirical findings with the existing literature review.
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CHAPTER FIVE
DISCUSSIONS OF EMPIRICAL FINDINGS
In this chapter, the findings from the data analysis were discussed and interpreted
with the study's reference, which determined the levels, comparison of similarities and
differences, and correlation coefficient of perceptions of private secondary students towards
teaching speaking motivation and performance. The findings to measure the research
questions were discussed accordingly. More importantly, the discussion and interpretation
of the main findings solve or answering the main research questions.
This chapter showed the discussion based on research hypotheses to reflect the relationship
between teaching speaking and student motivation, and student performance.
The discussion of this research was to solve the problems:
5.1 Summary of Results
The findings showed that student motivation, and student performance had a positive
relationship with teaching speaking. Based on Correlation Coefficient analysis, there was a
statistically significant good positive correlation between teaching speaking (Role Play) and
student motivation (Extrinsic) were 𝑟=0.64 with a strong statistical significance (𝑝<0.01).
Also, there was a statistically significant, high positive correlation of teaching speaking
(Role Play) and student performance (Self-Assessment, and Peer-Assessment) were 𝑟=0.78
with a strong statistical significance (𝑝<0.01). Moreover, there was a good positive
correlation between teaching speaking (Role Play) and student motivation (Intrinsic) which
were statistically significant were 𝑟=0.43 with a strong statistical significance (𝑝<0.01).
5.2 Thematic Discussion/Explanation of Results
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This section discussed the research findings of the perceptions of private secondary
students towards teaching speakingmotivation and performance in Cambodia among
Cambodian EFL students accordingly.
5.2.1 Teaching Speaking and Student Motivation
Research on the correlation between teaching speaking and student motivation
showed that the good and high relationship between the two variables can range from 0 to
1. Also, the results showed a good and high positive correlation. Therefore, there was
appropriate evidence to conclude that there was a significant line relationship between
teaching speaking and student motivation because the correlation coefficient was
significantly different from zero.
Similarly, there is a significant correlation between student motivation, and teaching
speaking capacity at secondary schools. This result reflects EFL teachers' and students'
perception that a brain research factor (motivation) contributes toward student motivation.
EFL educators focus not only on intellectual and teaching speaking in English guidance,
but also on student motivation. In addition, the study announced a high positive correlation
coefficient (r) with teaching speaking and student motivation (0.80) (Menggo, 2018).
Furthermore, the findings revealed that teaching speaking practice is fundamentally linked
to student motivational behavior. While no differences were found in a high positive
correlation between student motivation and teaching speaking regarding their best foreign
language, a good positive correlation (r) was 0.74, and more grounded should be English as
a foreign language as it will be examined concerning the teaching of English speaking (Papi
& Abdollahzadeh, 2012).
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Based on the hypothesis, the information examination, and the theory of information, the
researcher concludes that student motivation correlates with teaching speaking. The
correlation coefficient (r) between student motivation and teaching speaking was critical.
The consequence of this exploration showed that there was an enhancement to the teaching
speaking capacity through student motivation. The normal student score in picking up
teaching speaking was 0.74 and the normal student score in student motivation was 0.74. It
implies that the students have a high motivation for learning to speak. From the proof, the
analyst infers that there was a positive relationship through the motivation route in showing
teaching speaking capacity (Putra, 2017).
5.2.2 Teaching Speaking and Student Performance
The correlation between teaching speaking and student performance showed a highly
positive correlation. As a result, there was appropriate evidence to support that there was a
significant line relationship between teaching speaking and student performance because
the correlation coefficient was significantly different from zero.
The outcome of the previous research showed that there was a correlation between the
teaching speaking initiative and the student performance, and it was categorized as a
moderate correlation coefficient (r) of 0.52. Furthermore, the performance of the student
was important enough to be considered as one of the purpose factors in the student's
achievement in learning English speaking, which is significant (Liando & Lumettu, 2017).
In addition, another previous study aimed to find the level of teaching speaking and student
performance, and inspecting the correlation between teaching speaking, and student
performance. The outcomes discovered that student speaking performance remains at a
medium level and there is an exceptionally critical positive correlation between teaching
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speaking and student performance in an EFL context, with a correlation coefficient (r) of
0.73. Furthermore, it is recommended that students accept that they are talented and
admirable so that they do not hesitate to speak in English. This is significant (Satriani,
2019).
The correlation coefficient (r) was used to analyze the data, and the correlational analysis
was 0.45. Therefore, the results indicated that teaching speaking has a significant
correlation with student performance (Tridinanti, 2018).
The correlation coefficient (r) was used to analyze the data, and the correlational analysis
was 0.31. Therefore, the results indicated that teaching speaking has a significant
correlation with student performance the data show that speaking anxiety may give
negative contribution to the overall students’ speaking performance achievement. It also
found that nervousness is dominant factor followed by worry and tension (Sutarsyah,
2017).
5.2.3 Teaching Speaking and Student Motivation and Student Performance
The correlation between the three variables showed a range from good to high positive
correlations, respectively. Therefore, there was satisfactory proof to show that there were
significant direct relationships between teaching speaking, student motivation, and student
performance because the correlation coefficient was significantly different from zero.
The correlation coefficient (r) between the two variables was 0.46, which was a good
positive. It was just a correlation study; as a result, it got only the students’ viewpoints
(Seikkula et al., 2019).
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The variables that impact school performance are central control levels and motivation, and
the perceived levels of performance and motivation of the teaching speaking variable were
associated emphatically with the inspiration variable at 0.82, which means a high positive
correlation (r) that the scores acquired on the variable teaching speaking were associated
with all scales from student motivation to student performance guideline scale and so on,
investigating the correlation coefficient (r) acquired. Thus, it implies there is a correlation
coefficient between teaching speaking and student motivation and student performance.
This result is significant (Daniela, 2015).
A part from that, the discoveries revealed that the correlation coefficient (r) between
teaching speaking and student motivation and student performance for professional high
school students indicated that it was a strong enough correlation coefficient at 0.82,
categorized as a strong positive correlation. Besides, the discoveries showed that motivated
students usually feel more comfortable in their learning and give the students the
confidence to speak up confidently wherever they are, even though English is considered as
foreign language, so this result is significant (Ratnawati et al., 2019).
The purpose of this essay is to create English learning materials, particularly speaking
materials, for junior high school students. The theory has been used in the authors' material
production for speaking, where previous authors have employed the quite successfully.
Teaching English is not only based on the textbook that is often used; contextual materials
are also crucial. Because contextual teaching and learning are important, the materials
should be developed and designed with the students' daily life context in mind, including
culture, economy, the physical environment, and psychology. A teaching method that
places an emphasis on students' engagement in the process of finding information and
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connecting it to the actual circumstances in order to elaborate on what they do in their daily
lives. The author hopes that this study plan will be improved and that the learning
objectives will be met, particularly so that students can speak English in a way that is
consistent with those goals (Wulandari et al., 2021).
One of the four English language skills, speaking, is one of the most crucial. Students also
need to be proficient in speaking, particularly in junior high school. Speaking materials for
the learning process must assist students, but in the classroom, the instructor is responsible
for delivering instruction based on the curriculum and English textbooks. In the English
textbook, the material is not yet appropriate for what students require and is not
contextualized in their learning environment, making it difficult for students to
communicate effectively in English (Wulandari et al., 2021).
Regarding the first research question, the findings showed that EFL Cambodian students
favored adopting cognitive, metacognitive, and social strategies above memory,
compensatory, and affective ones in this study. This could be used to demonstrate how
actively engaged the students are in learning the English language in various contexts.
Practice assessing their learning by watching English-language films, listening to English
music, or looking for chances to speak English with others. It is possible to draw the
conclusion that when it comes to learning the English language, many groups of students in
various educational contexts have a strong preference for cognitive, metacognitive, and
social techniques (Nhem, 2019).
According to the study findings, students felt favorably about using performance-based
role-playing exercises in their speaking classes. Research by Gill (2013), Le (2017), and
Janudom and Wasanasomsithi (2009) indicated that students supported the use of
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performance-based role plays because they saw increases in oral skills and gained
confidence in speaking English. This impact builds on those findings. It was noteworthy
that, in line with Dodson (2002) assertion, learners may experience less anxiety when
speaking English in a stress-free learning environment, which could also boost their self-
confidence. Thus, it is plausible that students were more inclined to speak up and share
knowledge on vocabulary, grammar, pronunciation, and interactive communication with
one another (Nguyen, 2017).
Because students had to compose scripts, develop conversations, and assess problem-
solving tasks, it appears that performance based role play activities could improve student-
centered learning. This is supported by analysis of interview replies. Additionally, rather
than waiting for the teacher to respond, students actively filled out their repertory in order
to have enough vocabulary and grammar understanding for conversation. Furthermore, it
seems that role-playing exercises with a dramatic bent did not deter students at average,
fair, and good levels from advancing alongside their peers. Rather, during their speaking
process, they were eager to assist their other students and pick up vocabulary,
pronunciation, and structure from one another. This allowed them to reinforce their
understanding of language forms and create a learning community. It's interesting to note
that, in spite of language barriers, learners at lower proficiency levels enthusiastically
engaged in performance based role-playing exercises because they could communicate with
their friends and share their opinions without being overly conscious of their mistakes.
Students' attention was piqued by the fact that they were able to act out scenes on the floor,
create original stories, and take on roles (Nguyen, 2017).
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Students at different ability levels agreed that interactive communication skills were just as
crucial to learning English as accuracy. These abilities help individuals develop moral and
social values in addition to helping them articulate their opinions in a natural way while
reacting to a real-world scenario. The behaviors that are learned through role plays have the
potential to lead to good communication in various real-life circumstances, which can help
close the gap between role-plays that are based on performances and their practical
application (Nguyen, 2017). The results were briefly defined from the main variables with
the results of the correlation coefficient, respectively. Likewise, in the real discussion
division, the researcher inferred each result and discussed it within the outline of this study.
Additionally, the researcher inferred and discussed relationships between the three main
variables: teaching speaking, student motivation, and student performance. Overall, there
were relationships and statistical significance between the three main variables. The next
chapter (Chapter 6) will clarify the main findings, implications, limitations, and future
study recommendations.
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CHAPTER SIX
CONCLUSION AND RECOMMENDATION
In this chapter, the closing remarks on the study which includes an overview and
conclusion of the study attempt. Then, in terms of both its contribution to the field and its
weaknesses, the research was investigated. Finally, recommendations are proposed on
aspects that could be discussed in future studies, especially in the relationship between
teaching speaking, student motivation, and student performance.
The study was limited in terms of both its connection to the field and its limitations.
Recommendations could be explored in future research, particularly within the context of
the relationship between teaching speaking, student motivation, and student performance.
6.1 Conclusion
This section summarizes the main findings of the study, the core results were shortened and
concluded that there was a correlation between the independent variable (teaching
speaking) and dependent variables (student motivation and student performance). Also, the
suggestions for the study, and the limitations of the study were discussed. Finally, many
other theories, dependent variables, and independent variables were suggested to be
included for future studies.
The paper shows that there are some The factors faced in speaking English, namely
difficulties resulting from linguistic factors, such as (a) lack of vocabulary, (b) poor
pronunciation, and (c) lack of grammar knowledge, and those resulting from psychological
factors, such as (a) anxiety, (b) shyness, (c) motivation, (d) mother tongue use, (e) self-
confidence and (f) fear of making mistake. The article also reveals that the factors are
caused by two reasons: L1 interference or mother tongue use and lack of practice.
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The current study reveals that the students’ participantion were more extrinsically
motivated to learn English as a foreign language. The overall moderate motivation was also
revealed when putting intrinsic motivation and extrinsic motivation together. In the current
context, the participants had higher extrinsic motivation than an intrinsic one. It seems like
learning English is a burden rather than a self-desire. The burden of learning is not a good
idea to learn the subject. Thus, being happy should be given to students to make them
happy and feel positive when they learn English or any other subjects. Therefore, the
current study has the following recommendations.
The results provided insight into the extent to which students understood how performance-
based role plays may be used as an instructional technique to improve speaking skills.
Positive attitudes toward performance-based role plays make teachers aware of what is
expected of them by their students, which motivates them to figure out how to incorporate
this useful method into speaking lessons as well as other areas of the English language, like
phonetics, grammar, and vocabulary. encouraging students to take an active role in
experimenting with a variety of role plays related to real-life situations, Therefore, in order
to give students the opportunity to take more ownership of their education in engaging,
dynamic, and meaningful ways, needs to be taken into account and presented in the
curriculum and instruction. Students' active participation is a further benefit of
performance-based role-playing exercises in foreign language instruction. Before the study,
some students may have been less engaged or enthusiastic than the others; this difference
may have resulted from affective filters that affect students' oral performance, such as
shyness, low self-esteem, fear of public speaking, or a lack of language proficiency.
Students are encouraged to interact with their peers regarding vocabulary, grammatical
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structures, and pronunciation for a specific speaking topic because speaking is such an
important element of learning, and then to create their own story lines or real-life scenarios.
According to the study findings, performance-based role-playing classes can create a fun
environment for students, but if these activities are all that students are exposed to during
the learning process, they may become bored or experience other negative emotions. These
issues have led to the flexible application of the integrated teaching approach, which
includes performance-based role play and other instructional speaking strategies in
speaking contexts. To gain a deeper understanding of this potentially useful technique that
affects students' speaking performance over an extended period of time, more research can
examine teachers' perspectives on how performance-based role plays could be sustained in
a broader context.
Although the sample size of data from thirty participants is limited in this paper, it is
noteworthy that the investigation appears to have given these students the chance to
understand the advantages of performance-based role play activities through extensive
speech practices. Because of the study time constraints and the EFL context, which uses
English as a second language, communicative engagement took place solely in a setting.
Students therefore had little opportunity to practice speaking English. Therefore, in order to
help students transition from their traditional methods of learning to more independent ones
outside of the classroom, teachers must provide a platform for them to encounter real life
scenarios.
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6.2 Recommendations
This study aimed this research provided practical recommendations for developing English
speaking skills in private secondary schools. Further research should be started to develop
teaching English as a Foreign Language as below:
(i) New Independent Variables (Teaching Speaking and new dependent variables such as
extensive, imitative, interactive, or intensive teacher assessment). There are several new
theories, such as self-theories, goal theories, or transformative learning theories, that benefit
from the existing theories being used. Self-theories, or the theories individuals hold about
their characteristics like capacities, have significant consequences for student motivation
and student performance. Inspecting self-theories could assist us in seeing what capacity
beliefs mean for student performance. Moreover, the reason for this investigation was to
survey the effect of self-theories about capacity and undertaking trouble on student
performance (Khalkhali, 2012). Goal theory addresses a moderately new origination of
human motivation, even though it joins numerous factors estimated to be significant by
different speculations (Schunk et al., 2008). In addition, goal theory proposes that
significant relations exist among goals, assumptions, attributions, originations of capacity,
inspirational directions, social and self-correlations, and accomplishment practices
(Anderman & Wolters, 2006; Blumenfeld, 1992; Elliot, 2005; Maehr & Zusho, 2009;
Pintrich, 2000; Pintrich & Zusho, 2002; Weiner, 1990) according to Schunk (2012).
Transformative learning theory (TLT) addresses this basic, and common instructional
challenge. The theory describes the conditions and cycles vital for students to make the
main sort of information change: outlook change, also called point of view change.
Mezirow (1991) describes viewpoint change (McGonigal, 2005).
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(ii) The next researcher should use the mixed method, and add up the sample size based on
the actual population and increase the target places. It can be done in other regions to
compare the results of this study with the results of other studies, so the same study could
be conducted within Departments of English Language in Higher Education. The next
researcher should use other SPSS tools such as One-Way ANOVA, One-Way ANCOVA,
or Regression.
(iii) Future studies should concentrate on the variables that affect how well speaking skills
are learned in an online learning environment. Researchers should examine the relationship
between language learning practices and online learning since this is the predominant
learning environment for students today. In order for teachers to apply effective methods
when teaching in the current learning environment, it is also critical to determine the
variables that might affect the learning strategies employed by students. When learners
employ the right tactics, they will graduate and enter the job market well-prepared with
outstanding speaking abilities (Kehing & Yunus, 2021).
For the Students.The researcher hopes the students have a high motivation to improve their
speaking skill with apply storytelling technique, the researcher hopes that after used
storytelling student more confident to speaking in English and have improving on their
pronunciation, vocabulary, fluency and grammar, but in speaking. For the Next Researchers
The researcher hopes, the result of this study can be used as reference or basic information
to do further investigation and more improve this technique in the class, especially in
speaking.
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6.3 Recommendations for Future Research
Based on these findings, findings of the correlation coefficient between the independent
variable (teaching speaking) and dependent variables (student motivation, and student
performance) are as follows:
(i) There was a good positive correlation between teaching speaking, and student
motivation, which was statistically significant.
(ii) There was a highly positive correlation between teaching speaking, and student
performance, which was statistically significant.
(iii) There was a range of good to high positive correlations between teaching speaking,
student motivation, and student performance, which was statistically significant.
Additionally, based on the results, the important explanation behind the direction of the
teacher's teaching method is to motivate the students' speaking skills. The students agreed
that teachers are in class, so they feel interested in the class, and students are confident in
speaking because they are well-prepared. In addition, they like to break down the grammar
rules of the sentence structure in detail so that it is a factor that causes students to think in a
language structure before speaking, which causes them to speak one step at a time and be
smooth. Towards the end of the day, teachers now and again convince students of the
positive conditions for their English-speaking skills. They pay special attention to the
subject that they are teaching. One more thing, the next English-speaking factor is good
performance, which is necessary for students to progress with English speaking in
Cambodia.
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In addition, the students can speak English at home or outside the classroom. Their friends
usually share English with each other, and they always hear or see people speaking English.
The last and most important factor that made it easy for students to apply in English was
that it was good for students to submit in English. It takes them 15 to 30 minutes to catch
up on English consistently and they save time when they do share English by any means.
They usually spend their events doing speaking tasks or having conversations and putting
in the most important language. As a result, the students themselves are the best part of the
English speaking. In addition, they study English in class and sometimes use what they
understand to apply it in an appropriate way that can be established.
6.4 Limitations of the Studies
The research was conducted at the private secondary schools and one of the best private
schools in Cambodia. The samples were limited to 100 secondary school students from the
private secondary school, and they were on the English subject, so this study was
conducted at one of the best private secondary schools located in Phnom Penh City. As
indicated by Israel (1992) and Singh & Masuku (2014), to achieve an ideal degree of
accuracy, almost the whole population would need to be sampled in small groups. At the
point when the population is 500, the sample size is 100, depending on 10% of the useful
degree of exactness. Many researchers add 10% to the sample size to accommodate those
who are unable to be contacted, as sample size determination processes suggest the number
of responses that must be gathered (Israel, 1992; Singh & Masuku, 2014). According to the
preceding authors, the sample size is usually increased by 30% to account for no-response.
Conducted for the implementation of speaking in improving student motivation and
students’ performance among Cambodian English private secondary schools. Self-
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assessment and peer assessment rely on information collected from students and teachers in
private secondary schools. Furthermore, because of the COVID-19 pandemic, the
researcher used the Google form as the means to collect the data. As a result, it was tough
to explain or make sure that the respondents had read and understood all the question items
in the questionnaires clearly. The other obstacles to data collection were the follow-up
system and some of the target participants who were not eager to join or fill out the
questionnaires. Therefore, these findings might not represent all private secondary schools,
as there are private secondary schools all over the country, especially in other rural areas.
Such a thorough analysis was not possible due to the short time frame allocated for this
research. However, the researcher hopes to continue this study in future studies by
searching deeply into the true consequences of combining in-person instruction with virtual
instruction using an approach that is likely to measure the true outcomes.
6.5 Implications of the Studies
Based on the findings of this study, the following implications are as follows:
(i) The Ministry of Education, Youth, and Sport (MoEYS) must acknowledge that
secondary schools, institutions, principals, teachers, and students in general are poor
communicators in English. Hence, it is responsible for solving this problem and developing
English-speaking skills in private secondary schools. Most of the students have positive
attitudes towards English speaking. So, teachers should use this factor to improve students'
speaking skills by motivating them to speak English. They also need to divide the English
class into four separate sessions based on the four skills (speaking, listening, reading, and
writing) to guarantee teaching all skills comprehensively.
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(ii) There is a need to design practical schoolbooks that contain different kinds of English-
speaking activities. In other words, the English textbooks at the secondary school level
ought to have several realistic activities that boost students' ability to speak English and use
effective teaching English speaking aids such as language laboratories, videos, and
computers to teach English speaking and increase the number of English-speaking
communication hours.
Students should practice English speaking both inside and outside the classroom. They
should listen to English programs and movies on TV or the Internet as much as possible.
(iii) Teachers should be trained to teach English speaking skills efficiently through special
courses, and English speaking should be integrated into the English assessment system in
private secondary schools.
(iv)This study makes several crucial recommendations for further investigation and
application. First, future research should examine factors linked with addiction using a
larger sample from other institutions, taking into account the sensitivity of international
students to Internet addiction and the limitations of this study. The relationship between
acculturation tactics and addiction should also be examined through studies on how certain
characteristics of international students' experiences and acculturation shape their Internet
use and, in turn, impact addiction. In an effort to inform practitioners about the kinds of
Internet usage that can become addictive for overseas students, additional studies may
focus on identifying these behaviors.
6.6 The University of Cambodia
The University of Cambodia (UC) was founded in 23 June 2003 and is located on
Northbridge Road in Sangkat Toek Thla, Phnom Penh, Kingdom of Cambodia. Dr. Kao
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Kim Hourn who is the university president as well as a Secretary of State, Ministry of
Foreign Affairs and International Cooperation of Cambodia and also an Adviser to Prime
Minister Hun Sen founded the school after his return to Cambodia from the US. According
to The school uses the American credit-based system as a model and the programs are
taught through the medium of the English language, but some identical programs have been
launched, but taught in Khmer. The Chancellor of the university is a noted Japanese
philanthropist, Dr. Haruhisa Handa. (www.uc.edu.kh) and (Seakkeav, 2015).
6.7 Ethical Issues
Ethical issue is an important part of the data collection process. There are three important
ethical concerns to be met by the researcher: informed agreement, dishonesty, and
confidentiality. First of all, to ensure the anonymity and protect the personal data of the
participants, the information letter was sent to the school principals for approval before the
start of the research. This letter included the students’ questionnaire form. Second, all the
information about the plan was given earlier to the informants, and the same information
was repeated before students filled out questionnaires. Informers were told that neither their
names nor the name of the school would be mentioned in the research. The informers were
asked if it was fine with them for the conversation to be recorded, and they signed the
information sheet before the recording started. The participants were also aware of the
purpose of the research, the procedures used during the research, the risks and benefits of
the research, the voluntary nature of the research participants, their right to stop the
research at any time, and the procedures used to protect confidentiality. Third,
confidentiality is a very significant issue, so it should be pointed out that no names or
places were mentioned during the recording session or written on the questionnaire forms.
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The sessions were noted on the personal recorder of the researcher, were not disclosed to
anyone, and were deleted shortly after the survey copy. While it could be argued that these
enthusiastic systems are proper to defend members' feelings, we feel that an over emphasis
on box-ticking for scientists may, on occasion, be to the disadvantage of their commitment
to more profound moral issues. This undeniably regulatory methodology could prompt
unexperienced insider scientists to keep away from, or not connect completely with, what
has been named the ethic of care, since we may feel that by acquiring moral endorsement
toward the beginning of their undertaking, they don't have to worry about such issues any
further. However, it isn't adequate to expect that an understanding of educated assent that
comes toward the beginning of the exploration relationship covers the entire investigation.
An illustration of this is the idea of anonymity: What we are attempting to clarify is that
secrecy is a worry all throughout the request. As specialists, we should know that the scene
and the people with whom we are drawing in as members might be moving and involved.
Ethical responsibilities are not generally time-restricted. However, in most examinations,
the idea of an untouchable inclusion implies that once the exploration has been finished and
reviewed, moral concerns are normally out of the spotlight. This isn't a situation for
insiders, especially in light of the longitudinal examination. Current practice in associations
regularly relies upon the verifiable point of reference, so even after time has slipped by,
sensitivities exist about the chronicled record, not least in regards to who might be
reprimanded for what, while managing a portion of the private matters that had emerged at
the time, which suggests that insider specialists need to keep up moral responsibilities into
the drawn-out future. This model leads us to the idea of inner moral commitment, to which
we currently turn. As previously defined, inner moral commitment refers to the moral and
166

ethical issues that insider analysts must deal with while on the job, which are related to
ongoing individual and professional relationships with members, insider information,
competing professional and scientific jobs, and namelessness. In this segment, we will
investigate every one of these issues, drawing on our encounters as insider specialists.
6.8 Researcher’s Position
The thesis expression and word choices demonstrated that the EFL students were acutely
aware of their moderate beginner status when compared to local English-speaking
scholastic authors or another setup researcher in the control. Indeed, the most notable
characters the students adopted when they contributed to a diary was beginning scholarly
journalists and inexperienced or junior scientists who were still learning how to speak,
think, and then compose like a specialist or a decent scholarly author. Although these
unpracticed, beginner and student characters were not fixed, on occasion, they were taken
on to determine their learning obligations or potentially to project a confident learning
direction. As demonstrated by the examination of diary themes, as demonstrated, the
understudies would generally criticize their EFL and students’ characters by suggesting to
the difficulties they experienced. Important experiences of this type are linked to issues
about how beginning researchers address the writing of academic documents, which
currently include Ph.D. work and research papers for publication in the academic thesis.
My position, and all participants mentioned at least one significant experience related to
this position, in general terms, I considered the writing task one of the most stressful: It
took me a long time to start writing the thesis. I had a very bad time. It was the most
important challenge. The wide-ranging of important experiences in this category, forcing a
Ph.D. student to adopt, and adapt different variations of this educational writer position,
167

was related to four activities: writing the academic article, presenting the Ph.D, work to a
supervisor, or submitting an article to a thesis or dissertation, getting feedback about this
work, and rewriting the previous version of the document according to the suggestions of
the supervisor or the reviewer's comments.
We spent a moment analyzing my practices as a doctoral thesis over the concepts that I
used in my doctoral research. In addition to a positive attitude, completing the work
requires persistency, which is also one of the core ideas of positive psychology. A hardy
working style is important not only during times of hardships and obstacles, but also during
those stages when the research work does not advance quickly. Now and then, writing is
quite good and even boring; furthermore, one needs persistence when explaining oneself
with resource materials, doing a text, and carrying out systematic analyses.
This study was conducted at one of the best private secondary schools located in Phnom
Penh City, Cambodia. To achieve an ideal degree of accuracy, almost the whole population
would need to be sampled in little groups. At the point when the population is 500, the
sample size is 100. Sampling is adapted because it enables the researcher to focus on
specific characteristics of the population. The questionnaire was delivered after the topic was
covered. The survey was continued after the topic was verified. Student motivation,
Student performance and teaching speaking. Speaking skills for private secondary schools
the level of character is not good. The concepts of this study methodology, including the
design, variables, population, goals, and instrument patterns, the experimental research, the
research procedures, and the data analysis are explained. Questionnaires were submitted
after the topics were covered. Furthermore, the majority of social science courses and fields
use SPSS (Statistical Package for the Social Sciences, formerly known as Statistical
168

Products and Solution services). The earliest software application is called SPSS; it was
created and released in the 1960s and has had numerous revisions throughout time. The
most recent version, SPSS 28.0.1, was released in April 2022 (Astro.com, 2022).
Finally, future study should also include quantitative methods or mixed methods to find out
the factors that explain the perceptions of private secondary students towards teaching
speaking motivation and performance in Cambodia to expand and provide a deep
understanding of the learner perceptions.
169

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Appendices
Appendix A. In pointing the output of students’ speaking evaluated relied on two
aspects speaking below:
Figure 5 Analytic Scale for Assessing Speaking
Pronunciation
4
3
2
1
Surprising – No predictable or obvious errors; approaches local
pronunciation with great area and point.
Great with some recognizable pronunciation deviations but no
phonemic blunders. On-local occasions with students’ periodic
errors that do not meddle with comprehension. reasonable and
Recognizable deviations in pronunciation with some phonemic
blunders. A non-local complement requires a cautious change, and
errors lead to intermittent misconceptions.
Poor-visit pronunciation blunders with an overwhelming non-local
emphasis. Numerous phonemic mistakes make understanding
difficult.
Fluency
4
3
2
1
Wonderful speaking is easy and smooth, with a speed that
approaches that of a local speaker.
Great speaking is, for the most part, smooth, yet with some non-
native speakers and lopsidedness caused principally by rethinking
and grabbing for words.
Reasonable speaking is moderate and frequently reluctant and
irregular. Sentences might be left uncompleted, yet the speaker can
proceed anyway, haltingly.
Poor speaking is exceptional, moderate, and exceedingly ending,
stressed, and faltering except for short or retained pronunciations.
Hard for an audience to see progression in pronunciations and the
speaker will most likely be unable to proceed.
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Grammar/Language use
4
3
2
1
Very clear, solid explanation of syntactic structure and some proof
of difficulty. Complex research and figures of speech result in rare
blunders that do not block cognizance.
Great explanation of syntactic structures, but with fluid control of
certain research. Less evidence of complex research and
colloquialisms. Number of blunders that are not open and do not
obstruct students' perceptions.
Reasonable and fair control of the most essential syntactic patterns.
The speaker consistently passes on importance in basic sentences.
Some significant syntactic research is uncontrolled, and blunders
may once in a while hinder appreciation.
Poor-any accuracy is constrained to set or retained pronunciations;
restricted control of even essential syntactic research. Visit
mistakes obstruct appreciation.
Analytic Scale for Assessing Speaking
Vocabulary
4
3
2
1
Among the very great scope of nonsense with proof of modernity and
local-like pronunciation, Solid explanation of informal
pronunciations. Inconsistent use of avoidance since specific words are
infrequently inadequate.
A wide range of nonsense with limited evidence of modernity. A few
pronunciations are particularly non-local yet constantly
understandable. Constrained proof of informal expressions. The
speaker is OK with evasion while coming up short on a specific word.
Reasonable scope of nonsense with no proof of refinement. Some
unmistakably non-local pronunciations or mistakes in word decisions
may hinder cognizance. No proof of colloquial pronunciations. The
speaker students' motivation issues with bypass while coming up short
on a specific word.
The poor, narrow scope of nonsense. The absence of collection and
incessant blunders in word decisions frequently obstruct
comprehension. The speaker shows no attempt at evasion while
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coming up short on a specific word.
Center for Applied Linguistics- 16/50 (Tedick & Klee, 1998).
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Appendix B. Lesson Plan 1
Time: 85 minutes
Point: Speaking about "Snow White and Seven Dwarfs".
Framework: Story idea.
Objective: Students will be able to speak English skill by using the story "Snow White and
the Seven Dwarfs".
Resources: Pictures of the Snow White and the Seven Dwarfs story.
Warming up:
It will show students a couple of images with the Snow White and the Seven Dwarfs
appear. By then it will exchange toward students for students’ importance and
characteristics by attempting to speak in English just as can be normal.
Activities:
– It will act the speaking event in the classroom.
– It will show the students a couple of sentences about the vastest events of the story in
explaining to be sifted through successively.
– Students, in speaking events, will retell orally the story before the whole class (Urrutia
Leó, & Vega Cely, 2010).
Stage Time Interaction
A detailed description of Activities, Procedures,
Teaching techniques, Grouping, Materials, and
Teaching script
Opening 10 T-Ss 1. The teaching will demand that students number
from one to three, in explaining to have 3 speaking
affairs of seven.
2. Then teaching will accommodate each student a
touch of students of will not just three of them will
have concealing.
3. Those students who take out the students will go
before the study passage.
4. The teaching will have three inflatables and inside
each one will be a letter.
5. Each student will have one inflatable teaching
have to triumph to take out the letter. By then,
teaching has to form anyway numerous words that
start with that letter as would be judicious in the
board. Teaching will have 60 foreigns to do it.
Students’ accessories can
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help him/speaker’s by telling the words yet teaching
can not go to the board. The going with more words
will win.
Presentation
Pre-(skill)
15 T-Ss 1. Ss will open students’ books on pages 86-87 and
will look at the photograph's sound. By then, T will
ask them what teaching can discover in the picture
(Ss will say that planets, the step, sun, etc). T will in
like this get some data about a spatial journey and
how teaching can take a look at those planets and
the students motivations in step and the ones in the
earth (Ss will say different accents).
2. Then, Ss will be gotten some data about the
comparable engaging words teaching saw last class,
giving theories on the board. T will change that
comparative adj into students of the enabling the
opportunity to the Ss to state or consider what
teaching think happened with those modifiers. T
will explain the syntactic bit of students of graphic
words.
Guided practice
While-(skill)
20 T-ss 1. After the explanation T will show the video of the
song Intergalactic by The Beastie Boys, which is
about an intergalactic journey that a robot makes to
the earth. In clear habits of the video, T will
postpone it and Ss should consider what is
straightaway. By then T will play the video to
certify answers.
2. After watching the video, T will get some data about
the video, if teaching favored it or not, and what
teaching contemplate.
3. Taking into account Ss answers, T will write on the
board some students relative educational words and
language from the video and the subject that is step
(for theory: sound is a robot, so Ss may express the
best thing is the robot)
Communicative
Practice Post-(skill)
25 Ss-ss 1. Working with relative going, Students are drawn
nearer to go to the heap up and teaching will make a
sentence will not teaching first, take a look at two
planets and a short-range later show the significant
thought of one of those planets contemplating the
students' relative practical words. e.g., Uranus is
more minor than Jupiter anyway Mercury is the
Smallest planet. The get-sound who finishes first
with the correct usage of relative and students
relatives will win a point.
2. Finally, in the meeting teaching molded every one
of them will say something teaching did the
progress of time and now teaching do not do to
students’ accomplices, every one of them will have
two minutes to think about how teaching would
want that announcement in past simple to make it an
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assessment in the present and after that teaching will
do a student's relative assertion about them.
A dash of the students will record the sentences on
the board.
Assessment 10 ss-ss 1. 1. For the assessment, Ss will create point 9 on page
86 (in the book). Teaching needs to finish the 5
inquiries with the students' relative descriptive word
that is as of now given sound. At that point teaching
answer the inquiries. T and Ss will check them and
2. right them if the sound is botched.
Closing 10 T-ss 1. The class will wrap up by asking them what teaching
realized/relegate schoolwork
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Lesson Plan
Teacher’s name: SEAM Chanthoul Time: Full Time
Date: 27 of December, 2022 Book: Master Mind II
Time Allowed: 70 minutes Unit: 4, Page 55
Lesson Type: Practice, Revision, Skills, Lesson Skill focus: Speaking
Aim: To present and show how to express and support personal preferences
Objective: By the end of the lesson, students will be able to:
- describe new phrases to state their preference
- show the reasons to explain their preference
- use examples to support their preference
Stage Activities and Techniques Duration
Required
Materials
Opening
+ Warm-up:
- Greeting
- Review the old lesson
+ Lead-in
- The teacher divides students into groups of 3 or 4
- The teacher gives each group a pair of pictures
about different activities
- Each group tells the class about which activity they
would like to do
+ Set the scene
- As a whole class, the teacher asks students to look at
the two pictures about the learning environment on
page 55.
- The teacher explains to the students that they are
going to practice expressing their preference and
explain why.
- The teacher defines the “Preference” in case some
students might not know the meaning.
- The teacher asks two or three students to show their
preference with the reasons.
5-10 mns
- printed pictures
- Course book
Presentation
Pre-(Skill)
+ Pre-teach
- The teacher asks students to read the question in
Exercise A out loud.
- The teacher explains the instruction.
- The teacher plays the audio and has the students
listen and take notes.
- The teacher puts the students to work in pairs to
compare their notes.
- The teacher plays the audio again to check the
answer.
- The teacher asks students to come and write the
phrases in the correct categories “Expressing
Preference” and “Supporting Preference”
15-20 mns - Course book
- Loudspeaker
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- Answer: Expressing Preference “She prefers to take
classes in a traditional classroom.”
- Supporting Preference “1/ she’s not good with
technology. 2/ She works better in groups. 3/ she
needs direct supervision.”
Guided-
Practice
While-(Skill)
+ Practice 1
- The teacher tells students to read the instruction in
Exercise B.
- Students ask if they have any questions about the
exercise.
- Students read all seven sentences and make the first
prediction for the answer.
- The teacher plays the audio from Exercise A again.
- Students listen and complete the sentences.
+ Practice 2
- The teacher asks students to read Exercise C out
loud for the class.
- The teacher explains that in this task students are
going to answer about their preference along with
three reasons.
- The teacher gives the students approximately 5 to 7
minutes to finish the task.
- The teacher keeps the answers from this part of the
next activity.
- Loudspeaker
Communicative
Practice
Post-(Skill)
+ Interactive Speaking
- Teacher hands out a piece of blank paper to each
student
- The teacher puts the students to work in a group of
three.
- Students take turns to ask and answer each other.
- Students write down their friend’s answers on the
blank paper.
- The teacher chooses two or three pairs to tell the
class about his/her friend’s preference and reasons.
7-10 mns Notepaper
Assessment
+ Peer-Correction
- The teacher gives each student a mark sheet to each
student.
- The mark sheet contains three criteria with a
marking rank from 0 to 10.
Marking Criteria: 1/ He/She clearly states his/her
preference.
2/ He/She gives reasons to explain his/her preference.
3/ He/She uses examples to support his/her reasons.
3-5 mns
Speaking mark
sheet
Closing
- The teacher has students wrap up the expressions by
each category.
- The teacher gives another set of two pictures to
students as homework.
3-5 mns
A piece of the
homework sheet
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Lesson Plan
Teacher’s name: SEAM Chanthoul Time: Full Time
Date: 28 of December, 2022 Book: Master Mind II
Time Allowed: 65 minutes Unit: 8, Page 103
Lesson Type: Practice, Revision, Skills, Lesson Skill focus: Speaking
Aim: To present and explore how to propose solutions to a problem
Objective: By the end of the lesson, students will be able to:
- explain the problem clearly
- use new phrases to propose solutions
- find the solutions in the order of the least to the best solutions
Stage Activities and Techniques Duration
Required
Materials
Opening
+ Warm-up:
- Greeting
- Review the old lesson
+ Lead-in
- Teacher raises his problem (e.g. I’ve broken up
with my girlfriend. I’ve spent all my salary now
I’m broke.)
- The teacher asks the students for suggested
solutions for the above problems.
+ Set the scene
- The teacher divides the class into 2 groups with
symmetry of the student number
(If there is one odd student, the teacher has to take
part in the activity)
- The teacher gives a pile of problem slips to each
student to one group and another pile of solution
slips to another group.
- Students go around the class to find the match of
each of their problems and solution.
- The teacher shows the answer on the LCD
Screen or reads it out loud.
10-15 mns
- Activity slips
- (LCD Projector)
- Course book
Presentation
Pre-(Skill)
+ Pre-teach
- The teacher guides students to Exercise A in
student book page 103.
- The teacher asks one student to read out loud the
instruction.
- The teacher explains the instruction.
- Loudspeaker
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- The teacher asks for any questions from the
student.
- If no question, the teacher plays the audio for the
first time.
- Students listen to the audio and take note of the
answers.
- The teacher has students compare their answers
with a partner.
- The teacher plays the audio again to check the
answer.
Guided-
Practice
While-(Skill)
+ Practice 1
- The teacher tells students to read the instruction
in Exercise B.
- Students ask if they have any questions about the
exercise.
- Students read all the phrases in the exercise and
categorize them into problems and solutions.
- The teacher plays the audio from Exercise A
again.
- Students listen and check the phrases they can
hear.
- The teacher checks the answer with the whole
class.
+ Practice 2
- The teacher asks students to read Exercise C out
loud for the class.
- The teacher divides the students into groups of 3
or 4.
- The teacher explains the problem in the box.
- Students discuss and take note of their suggested
solutions on a sheet of paper.
- Students select the best three solutions of theirs
along with the explanation of why they are the
best solutions.
- Students mark number 1 for the least solution
and 3 for the best solution. Number 2 is for the
middle class.
15-20 mns
- Course book
- Loudspeaker
- Blank paper
sheet
Communicati
ve Practice
Post-(Skill)
+ Interactive Speaking
- The teacher rotates the group members into
different groups.
- The teacher informs students to tell their new
group about the solutions they have discussed in
their previous group.
- The teacher asks for a volunteer to present about
their old group discussion. (The teacher can
motivate them with a small reward.)
7-10 mns - Discussing -
Note paper
211

Assessment
+ Peer-Correction
- The teacher asks students to go back to their old
group.
- The teacher gives each group a mark sheet.
- The teacher rotates the Discussing Note from
one group to another.
- The teacher tells students to mark their friends
on the task regarding the criteria as mentioned in
the mark sheet.
(In the mark sheet, it contains three criteria with
marking ranks from 0 to 10.)
Marking Criteria:
1/ They explain the problem clearly.
2/ They explain why it is the best solution.
3/ They order the solutions from the least to the best
with good reasons.
3-5 mns
Speaking marks
sheet
Closing
- The teacher has students wrap up the expressions
by each category.
- The teacher gives another set of problems to
students to think about the solutions and rank
them from the least to the best with supporting
reasons as homework.
3-5 mns
A piece of the
homework sheet
Appendix C. Questionnaire for Ph.D. dissertation
212

កម្រងសំណ
ួ រសម្រាប់និក្ខេបបទ Ph D
Questionnaire for Ph.D. dissertation
កាលបរិចេ្ឆទ Date: ________ លេខកូដ
Code:____
ឧបករណ
៍ ស្ទង់មតិសម្រាប់សិស្ស
Survey Instrument for Students
សិក្សាអំពី៖
ការយល់ឃើញរបស់សិស្សថ្នា ក់មធ្យមសិក្សាឯកជនចំពោះការបង្រៀននិយាយភាសាអង់គ្លេសដោយមាន ការលើកទឹក
ចិត្តនិងការអនុវត្តនៅក្នុងប្រទេសកម្ពុជា
PERCEPTIONS OF PRIVATE SECONDARY STUDENTS TOWARDS TEACHING
SPEAKING MOTIVATION AND PERFORMANCE IN CAMBODIA
ការយល់ឃើញរបស់សិស្សថ្នា ក់មធ្យមសិក្សាឯកជនចំពោះការបង្រៀននិយាយភាសាអង់គ្លេសដោយមាន ការលើកទឹកចិត្តនិង
ការអនុវត្តនៅក្នុងប្រទេសកម្ពុជាការបង្រៀនការនិយាយគឺជាផ្នែកសំខាន់មួយនៅក្នុងការរៀនសូត្រភាសាបរទេសដូច្នេះ
គោលបំណងសំខាន់របស់អ្នកសិក្សាអីអេហ្វអិលគឺដើម្បីអាចនិយាយនិងប្រាស្រ័យទាក់ទងក្នុងភាសាដូច្នេះការស្រាវជ្រាវនេះនឹង
ផ្តល់អត្ថប្រយោជន៍ដល់អ្នកបង្កើតគោលនយោបាយអ្នកផ្តល់សេវានិងអ្នកសិក្សាដែលជាឯកសារយោងនៅក្នុងអង្គការនិងស្ថា ប័ន
នៃមជ្ឈមណ
្ឌ លបណ
្តុ ះបណ្តា លឧត្តមសិក្សាទាំងនៅក្នុងរដ្ឋា ភិបាលនិងផ្នែកឯកជន។
PERCEPTIONS OF PRIVATE SECONDARY STUDENTS TOWARDS TEACHING SPEAKING
MOTIVATION AND PERFORMANCE IN CAMBODIA.Teaching speaking is a crucial part of
foreign language learning, sound the main aim of EFL learners is to be able to speak and
communicate in the language. Sound, this research will be beneficial to policymakers, providers,
and learners as references in organizations and institutions of higher education/teaching centers, in
both the government and private sectors.
មានសារៈសំខាន់ណាស់ក្នុងការបំពេញទិន្ន័យក្នុងការសិក្សាស្រាវជ្រៀវហើយកម្រងសំណ
ួ រមានពីរផ្នែកគឺផ្នែក ក និង
ផ្នែកខនឹងចំណាយពេលប្រហែល៥ទៅ១០នាទីនៃពេលវេលានេះ។សូមធានាថាការឆ្លើយតបទាំងនេះនឹងត្រូវធ្វើឡើង
ដោយមានទំនុកចិត្តក្នុងការបំពេញកម្រងសំណ
ួ រ។
It values the input to the study. The questionnaire comprises of two parts, Section A and Section B.
It will take about 5-10 minutes of the time. Please be assured that the responses will be held in strict
speaking confidence.
____________________________________________________________________________
Section A
1. ភេទ : Gender:
213

1.  ប្រុស: Male 2.  ស្រី : Female
2. អាយុ : Age
1.  14 - 16 2.  17 - 22 3.  23 - 26
3. ទីតំា ង សាលា : Location of organization/institution:
Town/City: __________________ Country: _____________________
4. ប្រភេទសាលា : I am enrolled/attending an in-service these, in a:
1.  សាលាឯកជន : Private school 2.  សាលារដ្ឋ : Public school
5. កម្រិតថ្នា ក់ : Type of Grade/ Teaching:
1.  Grade 10 2.  Grade 11 3.  Grade 12
Section B
Teaching: Please respond to the following:
1:មិនយល់ស្រប 2: មិនយល់ស្របបន្តិចបន្តួច 3:មិនយល់ស្រប 4: យល់ស្របបន្តិចបន្តួច 5: គាំទ្រពេញទំហឹង
1. Strongly disagree 2. Slightly disagree 3. Disagree 4. Slightly agree 5. Strongly agree
Tick the most appropriate one.
I. Speaking with Role play 1 2 3 4 5
១. ខ្ញុំបង្កើនជំនាញនិយាយភាសាអង់គ្លេសនៅពេលខ្ញុំដើរតួ។
I improve my English-speaking skills when I do role play.
២.ការសម្តែងដើរតួនាទីលើកទឹកចិត្តឱ្យខ្ញុំនិយាយជាភាសាអង់គ្លេស
ញឹកញាប់។
Role play encourages me to វ speak in English more often.
៣.ខ្ញុំអាចនិយាយភាសាអង់គ្លេសបាននៅពេលខ្ញុំវាយតំលៃវឌ្ឍនភាព ដើរតួ
សំខាន់។
I can speak English when I assess progress do role play.
៤.ខ្ញុំធ្វើឱ្យការបញ្ចេញសំឡេងរបស់ខ្ញុំកាន់តែប្រសើរឡើងនៅពេលដែលខ្ញុំធ្វើការ
សំដែង។
I improve my vocalization when I work on the role play.
៥.ខ្ញុំយកចិត្តទុកដាក់លើការនិយាយនិងធ្វើតាមការណែនាំដែលដើរតួពីរព្រោះ
សំខាន់។
I pay attention to speaking and follow the roles play instructions
because is important.
៦.ខ្ញុំមានចំណាប់អារម្មណ
៍ ក្នុងការអនុវត្តន៍ការនិយាយភាសាអង់គ្លេស ដោយ
ប្រើការដើរតួ។
I am interested to practice English speaking using role play.
៧.សកម្មភាពការដើរតួគួរឱ្យចាប់អារម្មណ
៍ នៅពេលខ្ញុំនិយាយភាសា អង់គ្លេស។
Role play activities are interesting when I speak English.
៨.សកម្មភាពការដើរតួរធ្វើឱ្យខ្ញុំសប្បាយចិត្តចាប់អារម្មណ
៍ និងសាទរ ក្នុងការ
និយាយមេរៀនជាភាសាអង់គ្លេស។
214

Role play activities make me happy, interested, and more
enthusiastic in English speaking lessons
៩.សកម្មភាពការដើរតួជួយខ្ញុំឱ្យមានទំនុកចិត្តក្នុងការនិយាយភាសា អង់គ្លេស។
Role play activities help me get more confident in English
speaking.
១០.ការប្រើប្រាស់សកម្មភាពដើរតួក្នុងថ្នា ក់និយាយភាសាអង់គ្លេសអាចជួយ
បង្កើនជំនាញនិយាយរបស់ខ្ញុំ។
Using role play activities in English speaking classes can help
improve my speaking skill.
១១.សមត្ថភាពនិយាយផ្ទា ល់ខ្លួនបន្ទា ប់ពីប្រើតួនាទីដើរតួក្នុងការ
បង្រៀននិងរៀនការនិយាយភាសាអង់គ្លេសបានល្អ។
My speaking ability after using role plays activities in teaching and
learning English speaking is good.
១២.ខ្ញុំរំពឹងថាគ្រូរបស់ខ្ញុំនឹងប្រើសកម្មភាពដើរតួនៅក្នុងថ្នា ក់ភាសា
អង់គ្លេសរបស់ខ្ញុំទាក់ទងនឹងការនិយាយនាពេលអនាគត។
I expect my teacher to use role play activities in my English classes
in terms of speaking in the future.
១៣.ខ្ញុំអាចនិយាយភាសាអង់គ្លេសប្រកបដោយភាពជឿជាក់តាមរយៈការ
សម្តែងជាតួ។
I can speak English confidently through role play.
១៤.ការដើរតួជួយកាត់បន្ថយការថប់អារម្មណ
៍ របស់ខ្ញុំក្នុងការនិយាយ
ភាសាអង់គ្លេសនៅក្នុងថ្នា ក់។
Role play helps reduce my anxiety in speaking English in the
classroom.
១៥.ខ្ញុំអាចបង្ហា ញគំនិតរបស់ខ្ញុំយ៉ា ងច្បាស់តាមរយៈការដើរតួនៅពេលខ្ញុំ
និយាយភាសាអង់គ្លេស។
I can express my ideas clearly through role-play when I speak
English.
១៦.ខ្ញុំអាចយល់និងឆ្លើយតបចំពោះមនុស្សដទៃទៀតបានសមរម្យតាម
រយៈការសម្តែងជាតួ។
I can understand and respond to other people appropriately through
role play.
១៧.ការដើតួរជួយបង្កើនជំនាញនិយាយភាសាអង់គ្លេសរបស់ខ្ញុំ។
Role play helps improve my English-speaking skill.
១៨.ខ្ញុំអាចនិយាយភាសាអង់គ្លេសបានប្រសើរជាងមុនដោយមាន
ជំនួយពីរ ូបភាពសំខាន់ៗក្នុងការដើរតួ។
I can speak English better with the help of keycards in a role play.
១៩.ខ្ញុំឃើញមានភាពប្រសើរឡើងនៅក្នុងការនិយាយប្រចាំថ្ងៃរបស់ខ្ញុំពី
ការអនុវត្តន៍។
I see improvement in my daily speaking from the practice in role
play.
២០.ការសម្តែងដើរតួនាទីជួយបង្កើនសមត្ថភាពនិយាយភាសាអង់គ្លេស
របស់ខ្ញុំ។
215

Role play helps to enhance my English-speaking ability.
1:មិនយល់ស្របទ 2: មិនយល់ស្របបន្តិចបន្តួច 3:មិនយល់ស្រប 4: យល់ស្របបន្តិចបន្តួច 5: គាំទ្រពេញទំហឹង
II.Student motivation: Intrinsic
1 2 3 4 5
២១..ខ្ញុំធ្វើការលើការងារនិយាយភាសាអង់គ្លេសរបស់ខ្ញុំស្របតាមកាលវិភាគដែលបាន
គ្រោងទុក។
I work on my English-speaking assignments according to a planned
schedule.
២២.ខ្ញុំនឹងសិក្សាភាសាអង់គ្លេសដោយយកចិត្តទុកដាក់ដើម្បីការអភិវឌ្ឍន៍សក្តា នុពលនាពេល
អនាគត។
I will study English diligently for potential development in the future.
២៣.ខ្ញុំមានអារម្មណ
៍ ជឿជាក់លើការសិក្សាមេរៀននិយាយភាសាអង់គ្លេសប្រៀបធៀបនឹង
មិត្តរ ួមថ្នា ក់របស់ខ្ញុំ។
I feel more confident in studying English speaking lessons compared with
my classmates.
III. Student motivation: Extrinsic 1 2 3 4 5
២៤.ខ្ញុំនឹងតស៊ូនៅពេលជួបការលំបាកក្នុងការរៀនសូត្រនិយាយភាសាអង់គ្លេស។
I will try my best when facing difficulties in English speaking learning.
២៥.ខ្ញុំចាត់ទុកការប្រឡងនិយាយភាសាអង់គ្លេសជាការវាយតម្លៃលើអ្វីដែលខ្ញុំបានរៀននិង
វាស់សមត្ថភាពនិយាយរបស់ខ្ញុំ។
I treat English speaking exams as an assessment of what I have learned to
measure my speaking ability.
២៦.ការនិយាយភាសាអង់គ្លេសនិងការរៀនសូត្រនឹងទទួលបានអត្ថប្រយោជន៍
យ៉ា ងច្រើនក្នុងការងារនាពេលអនាគត។
English speaking, learning will take great advantage in the future work.
២៧.ការនិយាយគឺជាឧបករណ
៍ ដ៏សំខាន់ណាស់សម្រាប់ការទំនាក់ទំនងដូច្នេះ
ខ្ញុំសិក្សាវាដោយយកចិត្តទុកដាក់។
Speaking is a very important tool for communication so I study it
diligently.
២៨.ខ្ញុំអាចបញ្ចប់កិច្ចការផ្ទះនិយាយភាសាអង់គ្លេសរបស់ខ្ញុំយ៉ា ងសកម្ម។
I can finish my English-speaking homework actively.
216

IV. Student’s performance: Self-Assessment 1 2 3 4 5
២៩. យោបល់របស់ខ្ញុំស្តីពីបញ្ហា និយាយ - ត្រូវបានបញ្ជា ក់យ៉ា ងច្បាស់ទេ?
My opinion on the speaking issue – clearly stated?
៣០.ពត៌មានលំអិតដែលគាំទ្រចំណ
ុ ចសំខាន់ៗនៃការនិយាយ – ពាក់ព័ន្ធ?
Details supporting the main points of speaking– relevant?
៣១.ភាពស្ទា ត់ជំនាញក្នុងការនិយាយ។
Fluency in speaking
៣២.ចំណ
ុ ចសំខាន់ៗនៃប្រធានបទនិយាយ – មានសង្ខេបទេ?
The main points of the speaking topic– summarized?
៣៣.មានទំនុកចិត្តក្នុងការនិយាយ (មិនភ័យ)។
Confidence in speaking (not nervous)
៣៤.ទំនុកចិត្តក្នុងការនិយាយ (ពឹងផ្អែកលើកំណត់ចំណាំរបស់ខ្ញុំ)។
Confidence in speaking (depended very little on my notes)
៣៥.អន្តរកម្មដែលមិនមែនជាសំដីជាមួយទស្សនិកជន (ទឹកមុខកាយវិការ)
Non-verbal interaction with the audience (facial expressions,
gestures)
Circle the most appropriate one.
Assessment Criteria
I felt
comfortable in
PA for each of
the assessment
criteria.
I think I assessed
fairly and
responsibly in PA
I. Content & Criteria
៣៦.ព័ត៌មាននិងបរិមាណគ្រប់គ្រាន់នៃមាតិកាក្នុងការនិយាយ។
In formativeness and sufficient quantity of content in speaking
1 2 3 4 5 1 2 3 4 5
៣៧.ភាពជាប់ទាក់ទងនិងភាពច្បាស់លាស់ក្នុងការនិយាយ។
Speaker’ sense and clarity in speaking
1 2 3 4 5 1 2 3 4 5
II. Organization
217

៣៨.សេចក្តីផ្តើម (និយាយពីប្រធានបទនិងទិដ្ឋភាពទូទៅ) ក្នុងការ
និយាយ។
Introduction (mentioning of topic and overview) in speaking
1 2 3 4 5 1 2 3 4 5
៣៩.សេចក្តីសន្និដ្ឋា ន (សង្ខេបនៃបទបង្ហា ញ) ក្នុងការនិយាយ។
Conclusion (summary of the presentation) in speaking
1 2 3 4 5 1 2 3 4 5
៤០.ភាពរលូននៃដំណើ រផ្លា ស់ប្តូរក្នុងការនិយាយ។
The smoothness of transitions in speaking
1 2 3 4 5 1 2 3 4 5
III. Language: Use of words and expression learned in class
៤១.ភាពត្រឹមត្រូវ (ការប្រើប្រាស់វេយ្យាករណ
៍ ត្រឹមត្រូវ) ក្នុងការនិយាយ។
Accuracy (accurate use of grammar) in speaking
1 2 3 4 5 1 2 3 4 5
៤២.ភាពស្ទា ត់ជំនាញ ក្នុងការនិយាយ ពីមួយវគ្គទៅមួយវគ្គ។
Fluency (pauses inappropriate places, flow) in speaking
1 2 3 4 5 1 2 3 4 5
៤៣. ការបញ្ចេញសំលេងក្នុងការនិយាយ។
Pronunciation in speaking
1 2 3 4 5 1 2 3 4 5
IV. Delivery
៤៤.ធម្មជាតិនៃការចែកចាយ (មិនបានអានឬទន្ទេញចាំពេញលេញអត្រា
និយាយសមរម្យ) ក្នុងការនិយាយ។
The naturalness of delivery (not read or fully memorized
appropriate speaking rate) in speaking
1 2 3 4 5 1 2 3 4 5
៤៥.ទំនុកចិត្ត (មិនពឹងផ្អែកលើកំណត់ចំណាំ) ក្នុងការនិយាយ។
Confidence (not being overly dependent on notes) in speaking
1 2 3 4 5 1 2 3 4 5
៤៦.មានការចាប់អារម្មណ
៍ ខ្ពស់ចំពោះអ្នកស្តា ប់ក្នុងការនិយាយ។
Rapport with and sensitivity to the audience in speaking.
1 2 3 4 5 1 2 3 4 5
៤៧.ការប្រាស្រ័យទាក់ទងមិនមែនដោយផ្ទា ល់មាត់ជាមួយទស្ស
និកជនថែមទំនាក់ទំនងភ្នែកការបង្ហា ញទឹកមុខកាយវិការមិនមែន
ជាពាក្យបំពេញដ៍ចាំបាច់ច្រើនពេក ក្នុងការនិយាយ។
Non-verbal interaction with the audience (eye contact, facial
expressions, gestures, not too many unnecessary filler words)
in speaking.
1 2 3 4 5 1 2 3 4 5
Appendix D. Interview for Ph.D. dissertation
កម្រងសំណ
ួ រសម្រាប់និក្ខេបបទ Ph D
Interview for Ph.D. dissertation
218

កាលបរិចេ្ឆទ Date: ________ លេខកូដ
Code:____
ឧបករណ
៍ ស្ទង់មតិសម្រាប់សិស្ស
Interview Instrument for Students
សូមគោរពនិងអរគុណដល់សិស្សានុសិស្សដែលជួយឆ្លើយសំណ
ួ រដែលមានសារៈសំខាន់ណាស់ក្នុងការឆ្លើយសំណ
ួ រ
ក្នុងការសិក្សាស្រាវជ្រៀវហើយកម្រងសំណ
ួ រដូចខាងក្រោមនឹងចំណាយពេលប្រហែល៥ទៅ១០នាទីនៃពេលវេលា
នេះ។សូមធានាថាការឆ្លើយតបទាំងនេះនឹងត្រូវធ្វើឡើងដោយមានទំនុកចិត្តក្នុង
ការឆ្លើយកម្រងសំណ
ួ រ។
Respect and thanks to the students who help answer the questions that are very important in
the answering to the research questions, and the following questions will take about
5 to 10 minutes of the answering.With confidence in answering the questions.
1. What strategies do you use to improve your English speaking skills?
2. What strategies does your teacher use to help improve your English speaking skills?
3. What motivates you to improve your English speaking skills?
4. How do you keep yourself motivated in terms of English speaking skills?
5. How does your teacher motivate you to speak English?
6. What are the difficulties you face while you are trying to improve your English speaking
skills? How do you solve those problems?
7. What are other factors that help improve your English speaking skills?
8. What activities do you think can help you improve your English speaking skills?
9. What activities does your teacher use to help you improve your English speaking skills?
10. Do you think pair-work and group work help you improve your English speaking?
11. What should other students do in order to improve their English speaking skills?
12. As a student, do you think what teachers should do in order to help students improve
their English speaking skills?
13. How do you feel when you are performing your roles?
14. How do you feel when your classmates are performing their roles?
15. What can teachers do to help you practice role-playing effectively in the classroom?
Appendix E. Speaking Workshop Expressing and supporting personal preferences
219

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