A NEEDS ANALYSIS FOR THE DEVELOPMENT OF A FRAMEWORK FOR TERTIARY-LEVEL SELF-ACCESS CENTERS IN CAMBODIA

Abstract

The English language was removed from Cambodia's educational system from 1975 to 1991. This long absence of English education resulted in a great shortage of English print materials and well-trained English instructors, which is having a negative impact on current English instruction. In order to contribute to English language education in Cambodia, the present study attempted to provide information necessary for the development of a framework for self-access language learning centers at the Royal University of Agriculture (RUA), and other tertiary-level institutions in Cambodia. The main rationale for this study lies in the learner-centered trend in the field of language education. According to this view, each student has different individual needs depending on her/his interests, preferences, and expectations in studying a new language. Further, learner-centered education attempts to guide students toward greater self-reliance in learning. Data for this study were collected via interviews, questionnaires, tests, and observations of SACs in Phnom Penh, Cambodia and in Singapore. Involved in the study were the RUA vice-rector, lecturers, and students, and educationists working for SACs at the Foreign Languages Center of Royal University of Phnom Penh, Cambodia, and at Singapore Polytechnic and Ngee Ann Polytechnic, Singapore. The results of the study revealed that RUA students need English for two main reasons: current and future studies and future jobs. Many students stated they would seek scholarships to further study overseas. Most claimed they would seek jobs that required English. These statements indicated that their motivation for learning English was very high, which is a great advantage for SACs' success. In addition, it was found out that SACs in Phnom Penh and Singapore differed significantly from each other. First, SACs in Phnom Penh functioned as de-facto libraries providing lending services, while SACs in Singapore did not. Second, SACs in Singapore had worksheets and other print materials produced in-house by English lecturers at the respective educational institutions as their main print materials. In contrast, in Phnom Penh, textbooks and short-story books were SACs' main print materials. Third, it was compulsory for weak students to study in SACs in Singapore, but it was not in Phnom Penh. Fourth, records of students' studies in SACs were kept in Singapore, but there were no student SAC records kept in Phnom Penh. Finally, SACs in Singapore provided counseling services, but SACs in Phnom Penh did not. Based on the data collected, improving and establishing SACs recommendations for tertiary-level educational institutions in Cambodia were made. In addition, recommendations for further research were offered so that a more complete framework for tertiary-level SACs in Cambodia can be constructed.