英语论文网

ad, a tool, a weapon, a vehicle. A tool to build a stronger society, a weapon to combat poverty and ignorance, and a vehicle for those who possess it to travel anywhere they choose throughout the world and be understood and understand” (Igawa, 2008, p. 344).

MoEYS has paid attention for foreign language, especially English language by integrating into national curriculum started from lower secondary school level and a part of national examination subject. However, there are many challenges for teachers of English at upper secondary schools in Cambodia recently; even thousand teachers graduated annually but a small per cent of those are interested in teaching at upper secondary schools, especially at rural areas (Igaw & Tsujioko, 2009). Furthermore, a majority of teachers of English language at upper secondary school in Cambodia nowadays lack of proper in-service training before teaching and their teaching skills and methods is the top challenges for them (Igaw & Tsujioko, 2009).

More importantly, most of teachers of English have no concrete training, especially accent and pronunciation due to lack of quality trainers and many teachers of English language train students to memorize chunks of English language, with more focus on grammar and vocabulary (Keuk, 2009) and the same finding points out teachers whose majors were not English but who knew English better than other were asked to teach English to students (Keuk, 2009).

Problem Statement

Some of teachers of English did not have proper training but were appointed and promoted to become teachers due to the shortage of human resource supply because those students have been selected from upper secondary school students, who might have a poor background of English knowledge due to poor instruction from earlier English study (Nou, 2002). Furthermore, the pre-service training curriculum mainly addresses teaching methodologies and practicum rather upgrading and improvement courses, which focus on core English knowledge and those are extremely needed for teacher trainees. As consequence, those still have poor in English in term of reading, speaking, and grammar after graduation (MoEYS, 2001).

According to Nou (2002) indicated that there are six teachers’ preferences to improve their professional careers in English language teaching including (a) make classroom climate pleasant and to equip those classroom with basic necessities; (b) suitably produce teaching materials for classroom using; (c) need to collaborate with teaching staff is determined factors in succeeding desirable achievement of English language teaching; (d) observation needs to be treated as part of language teaching, definitely scheduled, regularly done with the provision of feedback afterwards; (e) no negative reactions, except overwhelming preferences with it and (f) need a wide range of information concerning English teaching to function well in their classroom.

Furthermore, Igawa (2008) reveals that there are many important areas of improvement needs for teachers of English language. Those include teaching skills & methods, language improvement, communication skills, motivation, attending conferences, lifelong education, culture understanding, subject knowledge matter, and understanding students respectively.

Research Ob