Speaker
Description
This study mainly focuses on the effect of Communicative Language Teaching (CLT) on improving students’ English-speaking ability and perceptions through an experimental study in a lower secondary school. The study employed a mixed-methods experimental design that collected and analyzed quantitative and qualitative data. There were three collection instruments: an oral test, a questionnaire on students’ English-speaking abilities, and a semi-structured interview. This study showed that students improved their English-speaking abilities, such as pronunciation, proper tense, transition, vocabulary, and fluency. It highlights significant advancements in vocabulary, and students become more familiar with real conversation. In addition, CLT prioritized communication over grammar, creating a supportive environment where students feel comfortable with the language. Through communicative activities, the students’ viewpoints changed. They found their self-confidence improving and were motivated to be active and participate in speaking activities. The study's results highlight the positive effects of the CLT approach on significantly impacting students' English-speaking ability and perceptions, emphasizing the importance of integrating communicative activities in language teaching to foster a more interactive and engaging learning environment. However, applying only the CLT teaching approach alone cannot help weak or low-ability students; teachers should use different approaches to help students with different levels. In addition, students need to have enough input hypotheses to acquire language naturally.
Biography
My name is CHHIM SOKUNTHEA, and I am an English teacher educator with over 13 years of experience in teaching and training. I am honest, flexible, reliable, and self-motivated, with a strong passion for education. I am always eager to learn new things and continuously improve my professional practice. I actively engage in research and promote reflective teaching among pre-service teachers.
I hold two master’s degrees. I completed my Master of Education at Hiroshima University, Japan (2022–2024), and a Master’s degree in English Literature from the Cambodian University for Specialties (2017–2019). In addition, I completed teacher training at the National Institute of Education (2016–2017) and the Regional Teacher Training Center (2011–2013), specializing in English. I also hold dual bachelor’s degrees in Accounting and English Literature (2009–2013).
I have extensive teaching experience across various institutions. Currently, I serve as a Teacher Educator of English at Phnom Penh Teacher Education College (PTEC), where I train student teachers, guide lesson planning, observe teaching practices, and conduct educational research. I also work as an English teacher at the University of Cambodia (UC). I mainly focus on teaching English Literature, Advanced Grammar in Use, Foundation of English, Grammar and Writing, and English for non-major skills.
In addition to teaching, I have experience in academic administration, curriculum development, and research. My roles involve designing syllabi, developing teaching materials, creating assessments, and evaluating student performance.
I have also participated in workshops, conferences, and international training programs, contributing to professional development and staying updated with current educational trends.
Earlier, I worked as an English translator for a PhD fellow, which strengthened my language and communication skills.
My key strengths include strong communication skills, effective time management, teamwork, and the ability to plan and organize tasks efficiently. I am skilled in curriculum development, assessment design, and educational research.
I am highly adaptable and capable of handling multiple responsibilities simultaneously. My commitment to continuous learning, innovation in teaching, and professional growth positions me well for future advancement in the field of English language education.
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