Teachers’ self-regulated learning instructional practices: Differences in perception among TVET students in Cambodia

DOI:

https://doi.org/10.58421/gehu.v5i2.866

Authors

  • Chamnan Sok Preah Sihamoniraja Buddhist University, Phnom Penh
  • Sarom Mok Preah Sihamoniraja Buddhist University, Phnom Penh
  • Somony Som Preah Sihamoniraja Buddhist University, Phnom Penh
  • Mengheang Hor The Ministry of Labor and Vocational Training, Phnom Penh
  • Sereyrath Em The University of Cambodia, Phnom Penh https://orcid.org/0000-0002-6803-195X

Keywords:

Instructional practices, Perception, Self-regulated learning, Teachers, TVET students

Abstract

A rising number of Cambodian students at all levels are attempting to improve their English language proficiency as a result of the growing demand for English language instruction. Self-Regulated Learning (SRL) techniques are crucial for student progress, yet their effective teaching in classrooms is frequently absent. This study used a unique methodology that concentrated on TVET students’ perception of their teachers’ encouragement of SRL techniques. In order to promote SRL during regular classroom instruction, ten TVET center teachers completed a professional learning program and sent in a video clip of their lessons. Thirty students participated in semi-structured stimulated recall interviews with these videos as stimuli. Students were instructed to use “What, When, Why, and How?” to explain how their teachers taught SRL strategies. It looked at relationships between teachers’ behaviors, methods of promotion, and choice of strategy type and situations in which students gave a clear explanation of the goal and potential for transfer of SRL strategies. The findings show that students were most aware of SRL instruction when it included the strategy’s name, a clear application procedure, teacher explanations of how and why the strategy enhances learning, and prompts to encourage students to give examples of transfer. These findings are presented in relation to how educators may effectively encourage SRL in the classroom.

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Author Biography

Sereyrath Em, The University of Cambodia, Phnom Penh

Dr. Sereyrath Em is a Cambodian government teacher of English with a higher education degree, a university lecturer, and an educational researcher with 18 years of experience in teaching, instructing, and lecturing. He holds three doctoral degrees: PhD in Educational Science, PhD in Educational Administration, and PhD in Cooperative Education. He currently serves as an Editor at the Cambodian Journal of Educational Research (CJER) and is the Founder and Editor-in-Chief of the Cambodian Journal of Educational and Social Sciences (CJESS). He also serves as a reviewer for many well-known journals and publishers such as IGI Global, Cogent Education, Frontiers, MDPI, Taylor & Francis, and Palgrave Macmillan, among other Scopus-indexed outlets. So far, he has published around 100 scholarly pieces in highly reputable journals and publishers.

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Published

2026-03-04

How to Cite

[1]
C. Sok, S. Mok, S. Som, M. Hor, and S. Em, “Teachers’ self-regulated learning instructional practices: Differences in perception among TVET students in Cambodia”, J.Gen.Educ.Humanit., vol. 5, no. 2, pp. 2121 –, Mar. 2026.

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Vol. 5 No. 2 (2026): April

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