The following outcomes are expected from the study:
- Provide the Ministry of Education, Youth and Sports (MoEYS) in Cambodia with current data about learners’ challenges and motivation towards spoken English skills that will aid the Ministry in making better policy decisions and applying educational strategies with a greater certainty regarding improving learners’ English speaking proficiency.
- Inform Cambodia’s university administration, policymakers, supervisors, and educators, particularly at the University of Management and Economics (UME), about the problems that students encounter and how to assist them become more motivated to improve their spoken English. This may be of value for the lecturers and educators to enhance the positive factors and avoiding those factors that affect learners’ motivation.
- Provide information about factors which affect learners’ motivation towards spoken English skills and update the actual challenges that learners bear while pursuing English speaking competence. This would help to improve the teaching and learning processes in that particular class.
- Contribute basic approaches towards learners’ challenges that enable them to handle those shortcomings effectively in one way or another way. The study hopes to indicate the importance of motivation in language learning, especially with regard to spoken English skills.
- The results from the study could hopefully add to the literature and fill the research void regarding the area in general.
Limitation of the Study
There are the following limitations to the study’s conduct:
This study essentially determined the learning challenges and motivation towards Spoken English Skills among TESOL undergraduate students at one of the private Universities in Battambang City, Cambodia between the years of 2003 to 2017.
The findings cannot be used to generalise all the undergraduate students in that university; it is mainly for the Cambodian TESOL programme.
