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eapest possible method of attaining the objective and goals. Clearly the implication is that it is only possible accurately to compare the effectiveness of educational activities which have the same ‘outputs’ (Aderson et al, 2001, p. 25).

1.7. Proposed Chapter Organization

The current chapter will serves as introduction by providing most of the context to the study. In chapter II, researcher will present the previous relevant studies related to selected professional development. In chapter III will be a detailed description of research methods and procedures. The findings and discussions section of the thesis, which will be presented discovery about professional development, is available in chapter IV, and researcher will present concluding remarks (e.g. implications and suggestions, future research options, the potential relevance of study beyond its immediate context, etc.) in chapter V.

CHAPTER II

LITERATURE REVIEW

There were several studies concerning to teaching English as foreign language but it is not in Cambodia context and largely on related studies in other countries. Those studies have been conducted related to teaching skills and methods, language improvement, subject matter knowledge, and motivation.

The documents were searched by using “teaching English language”, “effective methods of teaching English”, “teaching English language” and “difficulties of teaching English” as key words for searching. The main online searching machines were “Google scholar”, “Chinese Journal of Applied Linguistics” and other databases and resources at my working place. The rest of documents and articles were hard copies from my supervisor, my M. Ed cohort 5 classmates and other sources.

2.1. Teaching Skills and Methods

A previous finding stated that class practices were categorized in two types including text-based and non-text based while non-text based activities were usually flexible and somewhat communicative at times could be non-communicative where students and teachers could interact each other as well as expressed their own thought without prepared in advance, thus, students could raise their local context to the class and their discussion was likely deeper and more confident; and for text-based was guided students with very specific areas as very thing were likely pre-prepared and no time to talk other topic freely. It would be useful and helpful as teachers had to explain students the whole class understanding. We could use text-based to ensure students were familiar the content in advance so they were able to complete and did exercises in the class with less burden and spent less time. For non-text based, students had opportunities to engage in regular communication as those did not generally require information gap and students were freely to use new words, sentences without concerning (Xiao, 2011). This paragraph is considered plagiarism. Please check your citation.

Another article addressed the models of teaching including (1) traditional within classroom basic that emphasized on structural-based models taken place in the context of textbooks, situationally-based models transformed from the textbook to standard daily life and functionally-based models was for communication s