EVOLUTION OF ENGLISH LANGUAGE TEACHING (ELT) METHODOLOGIES AND CONTEMPORARY TRENDS: A CRITICAL ANALYSIS OF THE CAMBODIA CONTEXT

Lan Bunrosy, Keo Vireak

Abstract


This research explores the global evolution of English Language Teaching (ELT) methodologies and compares them with current practices in Cambodia. While international ELT has increasingly adopted communicative approaches like Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT), a transitional phase in Cambodia where traditional methods, such as the Grammar Translation Method (GTM), still remains and are particularly used in rural areas. The inadequate teacher training, limited resources, and unequal access to digital technologies are the key challenges in this shifting. Despite these obstacles, Cambodia has initiated a hybrid approach that blends traditional methods with communicative strategies, aiming at balancing language accuracy and fluency. While progressively aligning with global trends, the country considers the reflection from such a hybrid model to address local educational contexts. The study highlights the need for continuous professional development and greater investment in infrastructure to support this transition. The findings conclude that while the hybrid approach is a feasible solution for Cambodia's educational context, ongoing efforts are necessary to narrow further the gap between international ELT standards and local practices. Additionally, the study yells specific interventions to address the gaps in teacher training and resources that continue to hinder the progress of ELT in the country.

 

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Keywords


ELT methodology, contemporary trend, teaching approach evolution, hybrid approach, Cambodia

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References


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DOI: http://dx.doi.org/10.46827/ejel.v9i6.5723

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