Academic Journal
English Reading Comprehension Issues Challenged by Cambodian Middle Students: Principal Factor Analysis
| Τίτλος: | English Reading Comprehension Issues Challenged by Cambodian Middle Students: Principal Factor Analysis |
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| Γλώσσα: | English |
| Συγγραφείς: | Doung Dara (ORCID |
| Πηγή: | Journal of Education and Learning (EduLearn). 2026 20(3):1344-1355. |
| Διαθεσιμότητα: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Middle School Students, English (Second Language), Reading Comprehension, Reading Difficulties, Language Proficiency, Reading Processes, Class Size, Time Management, Textbooks, Reading Strategies, Reading Motivation |
| Γεωγραφικοί όροι: | Cambodia |
| ISSN: | 2089-9823 2302-9277 |
| Περίληψη: | The study aims to uncover both contributing factors and underlying causes of English reading comprehension problems of middle school students in Cambodia. A mixed-method design was employed, combining quantitative data from a 5-Likert scale questionnaire and qualitative acumens gathered through two in-depth interviews and real classroom observations. The study involved the participation of lower-secondary school students (n=372) and teachers (n=6). Factor analysis emerged as an appropriate method for analyzing the data owing to its function to identify distinct factors and degrees of influences. Language knowledge stood out as the most prominent, while the reading process was found to be the least influential. Likewise, contributing causes to these factors included limited engagements with English materials outside of school, overcrowded classrooms, time constraints, disparities in textbooks, and a lack of effective reading strategies and processes. Additionally, factors such as family, genders, socioeconomic differences, learner traits, and the impact of technology shall be included for future research to gain a deeper understanding of the context, as well as empirical study. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | EJ1516318 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 2089-9823 2302-9277 |
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