Effective Strategies of English Teaching in Cambodia’s Underserved Communities: Bridging Digital Divide to Access Education Quality

Sovanna Huot; Sereyrath Em

doi:10.63381/jeilt.v1i1.38

Authors

Sovanna Huot University of Delhi, New Delhi, india
Sereyrath Em Suranaree University of Technology, Nakhon Ratchasima

DOI:

https://doi.org/10.63381/jeilt.v1i1.38

Keywords:

English language teaching, underserved communities, digital divide, technology companies, 21st-century skills

Abstract

Numerous disadvantaged populations lack equitable access to technology, and education is particularly challenging in developing contexts due to instructors often lacking technological proficiency. Nevertheless, digital learning can markedly enhance students' academic success in language acquisition, especially when facilitated by digital technology. This research utilized a panel data set to analyze and assess the strategies employed by teachers to effectively enhance English language proficiency among students in a disadvantaged and under-resourced community. The digital education of the English language was analyzed, encompassing aspects such as curriculum design, instructional pacing, and scaffolding strategies that use technological optimization. Best practices incorporated into digital English language instruction included digital curriculum specialization, teachers' technological proficiency, technology for personalized learning, multiple-gain assessment strategies, and partnerships with technology companies to support underserved schools. The discourse also encompassed the subject of maintaining reasonable expectations for the outcomes of technology pilot initiatives. The results indicated that educators utilizing digital resources to facilitate blended learning can decrease student dropout rates, improve performance on state English assessments, and concurrently provide students with essential skills for success in the 21st century.

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