• Pheaktra Keo Chea Sim University of Kamchaymear, Kampong Cham Campus, Cambodia
  • Seylanin Yoeurn Chea Sim University of Kamchaymear, Kampong Cham Campus, Cambodia
  • Monyroth Prom Chea Sim University of Kamchaymear, Kampong Cham Campus, Cambodia
  • Pisith Chin Chea Sim University of Kamchaymear, Kampong Cham Campus, Cambodia
  • Sereyrath Em Doctoral School of Education, University of Szeged, Hungary



Buddhist Monks, Cambodia, Motivation, Intrinsic Motivation, Extrinsic Motivation


This study presents an overview of a survey on Cambodian Buddhist monk students’ motivation in learning English at Hun Neng Buddhist Primary School, Kampong Cham Town. The study employed a quantitative method. The study aimed to examine the motivation levels of the participants and the difference between intrinsic and extrinsic motivation levels. 93 Buddhist monk students participated in the study. The findings show that the Buddhist monk students were highly motivated to learn English, and it was also reported that they were more extrinsically motivated than intrinsically motivated. The study also recommends that motivation inside and outside the classroom be carefully considered. It is also recommended that future research be conducted with a larger sample size using other statistical analyses at other educational institutions. Qualitative and mixed-methods designs are also recommended.


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Author Biography

Sereyrath Em, Doctoral School of Education, University of Szeged, Hungary

Sereyrath Em is a government teacher of English with a higher education degree working at Kith Meng Brasat high school, a visiting lecturer at Chea Sim University of Kamchaymear (CSUK), a Reviewer at Forum for International Research in Education (FIRE), and an Associate Editor at the Cambodian Education Forum (CEF). Prior to this, he was a secondary school teacher of English and Khmer language working at Darakum lower-secondary school between 2012 and 2015. In 2017, he graduated with a Master’s Degree in Teaching English to Speakers of Other Languages (MA in TESOL) from Human Resource University (HRU), and in 2019, he graduated with a Master’ Degree in Educational Administration from National Institute of Education (NIE) with the support from Cambodia International Education Support Foundation (CIESF). He was also trained at Regional Language Center (RELC) two times between early 2020 and early 2021 with regards to teaching listening, speaking, reading, and writing. His research interests include English language teaching, teaching methodology, educational management, educational leadership, learning and teaching motivation, and learning and teaching challenges. Currently, he is a PhD student in Educational Sciences at the University of Szeged, Hungary.



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