Journal of Basic Education Research
Journal of Basic Education Research

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Journal of Basic Education Research

an Open Access Journal

Student-Perceived Factors Associated with English Proficiency Challenges in a Cambodian High School: A Descriptive Survey

La Lang
University of Heng Samrin Thbongkhmum
Cambodia
langla.uhst@gmail.com
Khunheng Ten
University of Heng Samrin Thbongkhmum
Cambodia
Try Va
University of Heng Samrin Thbongkhmum
Cambodia
Kimyut Phin
University of Heng Samrin Thbongkhmum
Cambodia
Nary Un
University of Heng Samrin Thbongkhmum
Cambodia
Zavy Hosan
University of Heng Samrin Thbongkhmum
Cambodia
Mardy Serey
Svay Rieng University ROR
Cambodia
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  • Purpose: This study examined factors perceived to constrain English learning among English as a foreign language (EFL) students in a provincial high school in northeast Cambodia and identified practical measures that may support their learning.

    Methodology: A descriptive quantitative cross-sectional survey was conducted using a structured, paper-based questionnaire. The closed-ended items were translated into Khmer from the source instrument and adapted for the local context. Fifty-five high school students in grades 10, 11, and 12 were proportionally placed across grade levels and randomly selected within each grade. The target sample size was guided by Yamane’s formula. Data were analyzed in SPSS version 27 using descriptive statistics.

    Main Findings: Students most often identified family-related constraints, particularly limited household support and learning resources, as contributors to English-learning difficulties. School-related conditions, including traditional teaching approaches and large classes, were also commonly endorsed. At the individual level, respondents reported low self-confidence and fear of making mistakes when using English. Nevertheless, school-related supports received the most important perceived route to improving English skills, while student-related supports followed closely.

    Novelty/Originality: The study provides evidence from a provincial Cambodian high school, a setting that remains underrepresented in EFL research. Examining student perceptions across academic levels shows how family, institutional, and individual conditions may intersect in a provincial high school setting. Because the survey assesses perceptions rather than objective proficiency or causal effects, the results should be interpreted as descriptive evidence to inform future mixed-methods research and local support planning.

  • How to cite

    [1]
    “Student-Perceived Factors Associated with English Proficiency Challenges in a Cambodian High School: A Descriptive Survey”, J. Bs. Edu. R, vol. 7, no. 5, pp. 403–408, Sep. 2026, doi: 10.37251/jber.v7i5.3650.

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