EFL students’ perceptions of teaching strategies, motivation, and learning strategies: Evidence from an NGO school in Siem Reap, Cambodia
DOI:
https://doi.org/10.62037/cjer.2026.06.01.02Keywords:
Teaching strategies, motivation, learning strategies, English as a foreign language, Cambodian EFL studentsAbstract
This study aims to examine Cambodian EFL students’ perceptions of their teachers’ teaching strategies, their own motivation for learning English, and their learning strategies. The study employed a web-based survey administered through Microsoft Forms and used a simple random technique for sample selection. Based on 175 responses from Cambodian EFL students (60.6% = female), the results showed that these students had positive perceptions of their teachers’ teaching strategies. The results also revealed that the students held positive motivation for English and moderately high levels of learning strategies for learning English. Further analysis showed that there were significantly positive relationships between teachers’ teaching strategies and students’ motivation (r = .276, p < .01) and between teachers’ teaching strategies and students’ learning strategies (r = .271, p < .01). It was also shown that there was a strong positive relationship between students’ motivation and their learning strategies for English (r = .601, p < .01). These results suggested that effective teaching strategies were significantly associated with students’ motivation and learning strategies. The study concludes with a discussion of limitations and suggestions for future research.
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