KHMER CULTURE IMPACTING STUDENTS’ ENGLISH-SPEAKING PERFORMANCE IN ETHNIC MINORITY BOARDING SCHOOLS

Autori

  • Tuyen Thanh Pham An Bien Ethnic Minority Boarding School, Vietnam
  • Tuyen Thanh Kim Can Tho University, Vietnam

DOI:

https://doi.org/10.46827/ejfl.v6i3.4413

Parole chiave:

Khmer culture, English speaking performance, ethnic minority boarding schools

Abstract

This study aims to determine the main problems that hinder Khmer students’ English-speaking performance. A quantitative approach was used to understand the factors influencing the poor English-speaking performance of Khmer students. In this work, questionnaires were employed as a research instrument to collect quantitative data. The sample was Khmer students, aged from 15 to 18 years old at ethnic minority boarding schools in a province in the Mekong Delta, Vietnam. The results from the questionnaire show that Khmer cultural factors, namely students’ characteristics as well as the boarding school educational system could hinder students’ English-speaking performance. Based on the problems found, this study gives suggestions to help bilingual students in Vietnam improve their English-speaking performance. It is believed that this research forms the basis for future studies on bilingual students learning English in Vietnam.

 

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Biografie autore

  • Tuyen Thanh Pham, An Bien Ethnic Minority Boarding School, Vietnam

    Tuyen Thanh Pham is a teacher of English at Ethnic minority boarding school, Vietnam. Her research interests include culture and speaking performance.

  • Tuyen Thanh Kim, Can Tho University, Vietnam

    Tuyen Thanh Kim is a Doctor of Philosophy, School of Foreign Languages, Can Tho University, Vietnam. Her research interests include Autonomy learning, Culture, Process Genre Approach (PGA) in Writing, Testing and Assessment, and Curriculum Planning.

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Pubblicato

2022-08-17

Fascicolo

V. 6 N. 3 (2022)

Sezione

Articles

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