Strategies to Minimize the Application of Grammar Translation Methods in Cambodian English Classrooms: Why is it Special?

DOI:

https://doi.org/10.58421/misro.v3i2.214

Authors

  • Pisith Chin National University of Cheasim Kamchaymear, Kampong Cham Campus
  • Sereyrath Em National University of Cheasim Kamchaymear, Kampong Cham Campus https://orcid.org/0000-0002-6803-195X
  • Linn Chau National Institute of Education (NIE), Phnom Penh
  • Sacha Seng National Institute of Education (NIE), Phnom Penh
  • Dina Pen Svay Rieng University (SRU), Svay Rieng

Keywords:

Cambodia, Educator, GTM, Recommendation, Strategy

Abstract

This article aims to provide academic strategies that English teachers in Cambodia can use to reduce their reliance on grammar translation methods (GTM) in their classrooms. Recognizing the limitations of GTM and their potential negative impact on students' language proficiency, this article emphasizes the importance of applying teaching techniques and alternative teaching methods to improve learning outcomes in English. The article offers a series of practical recommendations, including task-based learning (TBL), communicative language teaching (CLT), and learner-centred approaches (LCA), to promote interactive and active language learning environments. These strategies encourage active participation, meaningful communication, and authentic language use, helping students develop their full English proficiency. Besides, the article highlights a new indication of why the mentioned methods are suitable for implementation in the Cambodian context. The article also sheds light on future research. Therefore, future studies can address the challenges of applying the mentioned techniques using quantitative and qualitative methods.

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Author Biographies

Pisith Chin, National University of Cheasim Kamchaymear, Kampong Cham Campus

Mr. Pisith Chin, with over two decades of extensive experience as a government official, serves as the executive director of the National University of Cheasim Kamchaymear, specifically overseeing the Kampong Cham campus. His wealth of experience in public service has undoubtedly equipped him with valuable insights and skills relevant to his role in academia. Notably, he is currently pursuing a Doctor of Philosophy (PhD) degree in Educational Sciences at the National University of Cheasim Kamchaymear, reflecting his commitment to advancing his knowledge in the field. His dual roles as an executive director and a doctoral candidate underscore his dedication to both administrative leadership and academic excellence, positioning him as a well-rounded professional contributing to the educational landscape.

Sereyrath Em, National University of Cheasim Kamchaymear, Kampong Cham Campus

Dr. Sereyrath Em is a Cambodian government teacher of English with a higher education degree, a visiting lecturer at the National University of Cheasim Kamchaymear (NUCK) and some other universities, and an Editor at the Cambodian Education Forum (CEF). Prior to this, he was a secondary school teacher of English and Khmer languages. In 2017, he graduated with a Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL) from Human Resource University (HRU), and in 2019, he graduated with a Master of Education in Educational Administration from the National Institute of Education (NIE) with the support from Cambodia International Education Support Foundation (CIESF), and he earned his MBA from the National Institute of Entrepreneurship and Innovation (NIEI) in 2023. Then in late 2023, he earned his Ph.D. in Educational Science from Khemarak University, Phnom Penh, Cambodia. He was also trained at the Regional Language Center (RELC) two times between early 2020 and early 2021 concerning teaching listening, speaking, reading, and writing. His research interests include English language teaching, teaching methodology, educational management and science, educational leadership, learning and teaching motivation, and learning and teaching challenges. Currently, he is also a Ph.D. student at the Institute of Social Technology, Suranaree University of Technology, Thailand.

Linn Chau, National Institute of Education (NIE), Phnom Penh

Dr. Linn Chau stands as a pillar of expertise in the realm of education, boasting over two decades of dedicated service in the field. Throughout his illustrious career, he has consistently demonstrated a profound commitment to nurturing the minds of students and fostering academic excellence.

One of Dr. Chau's notable contributions lies in his role as a supervisor for numerous Ph.D. students, guiding them through the rigors of advanced research and academic inquiry. His mentorship has been instrumental in shaping the next generation of scholars, instilling in them the skills and knowledge necessary to make meaningful contributions to their respective fields.

Beyond his work with students, Dr. Chau is a prolific author, having penned numerous books and articles that delve into various facets of education. His writings reflect a deep understanding of pedagogical theory, coupled with practical insights gleaned from years of hands-on experience in the classroom and beyond.

Dr. Linn Chau's unwavering dedication to education, coupled with his scholarly achievements, cements his legacy as a respected educator and thought leader in the field. His contributions continue to inspire and empower individuals within the academic community and beyond.

Sacha Seng, National Institute of Education (NIE), Phnom Penh

With an illustrious career spanning over 30 years, Sacha Seng has dedicated herself to the art of teaching and lecturing English to students within and outside the borders of Cambodia. Her journey in education has been marked by a profound commitment to empowering learners with language skills that transcend boundaries.

Throughout her tenure, Sacha has left an indelible mark on countless students, instilling in them not just the mechanics of language, but a deep appreciation for its nuances and cultural significance. Her passion for education extends beyond the classroom, as she continually seeks out innovative teaching methodologies to engage and inspire her students.

Currently, Sacha holds the esteemed position of technical head of English teachers at the National Institute of Education (NIE). In this role, she not only imparts her wealth of knowledge and experience to fellow educators but also plays a pivotal role in shaping the English language curriculum and pedagogy at a national level.

As a beacon of excellence in the field of English language education, Sacha Seng continues to inspire both students and colleagues alike, leaving an enduring legacy of linguistic proficiency and academic achievement wherever her influence reaches.

Dina Pen, Svay Rieng University (SRU), Svay Rieng

Dina Pen is a distinguished member of the academic community, currently lending his expertise to Svay Rieng University. With an extensive background in higher education, spanning numerous years, he brings a wealth of experience and insight to his role.

In addition to his contributions at Svay Rieng University, Dina is actively pursuing further academic endeavors. He is currently enrolled as a Ph.D. candidate in Political Science at Khemarak University in Phnom Penh, Cambodia, where he is delving into the complexities of political theory and analysis. Concurrently, Dina is also pursuing a Ph.D. in Educational Science at the University of Cambodia, further expanding his scholarly horizons and deepening his understanding of educational methodologies and systems.

Dina Pen's dedication to both teaching and learning underscores his commitment to academic excellence and intellectual growth. His multifaceted pursuits in the realms of political science and educational science position him as a dynamic scholar poised to make significant contributions to both fields in the years to come.

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2024-04-15

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[1]
P. Chin, S. Em, L. Chau, S. Seng, and D. Pen, “Strategies to Minimize the Application of Grammar Translation Methods in Cambodian English Classrooms: Why is it Special?”, J.Math.Instr.Soc.Res.Opin., vol. 3, no. 2, pp. 129–144, Apr. 2024.

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Vol. 3 No. 2 (2024): July

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