doung dara - Academia.edu (original) (raw)
Papers by doung dara
Indonesian Journal of Advanced Research, Mar 30, 2024
This is an openaccess article distributed under the terms of the Creative Commons Atribusi 4.0 In... more This is an openaccess article distributed under the terms of the Creative Commons Atribusi 4.0 Internasional. has led many of both private and public institutions to employ English to modernize educational programs. Despite its increasing momentum, however, the language proficiency of many Cambodians ranks 97 out of 112 according to the data obtained from EF English Proficiency Index 2021. One of the challenges causing the majority of Cambodian students to obtain such a lower status is pronunciation (Moore & Bounchan, 2010). Multiple studies raised the issues of pronunciation among Cambodian learners. Siddhipaññadhivaṁso (2017), who investigated the pronunciation problems faced by twenty Cambodian students studying in Thailand, found that students had problems with the final consonant sounds of /ʧ/, /ʃ/, /v/ and /f/, word stress, sentence stress, and intonation. Sim and Hum (2021) reported that the contrasting features between Khmer and English phonetic systems caused problems for many Cambodians to mispronounce some words. The findings also encountered that L1 interference and the impact of the learning environment were the main barriers to students' pronunciation. Keuk (2008) interviewed a group of students and discovered that whereas one group of students tended to pronounce the ending sound /s/ with words that do not end up with /s/, the others tended to drop the sound /s/ when words are presented with the ending sound /s/. A study by Lim (2016) on Cambodian English teachers revealed that many teachers acknowledged their limited capacity to teach pronunciation compared to those of native English teachers. This claim implies that pronunciation is a challenge not only for students but also for teachers. Nguyen (2010) reported that Cambodian learners had difficulty pronouncing the ending sounds of /s/ and /ɪd/ since the Khmer language does not have this kind of language rule. The problems of these sounds, therefore, hindered the learning processes of many Cambodian students. Apart from these, he also found that Cambodian learners had trouble pronouncing the sounds
Indonesian Journal of Advanced Research (IJAR), 2024
This study investigates pronunciation challenges among English major -students at the National In... more This study investigates pronunciation challenges among English major -students at the National Institute of Education, focusing on segmental and supra-segmental pronunciation issues, contributing factors, and potential remediation strategies. The study employed a qualitative approach utilizing research apparatuses adjusted from previous studies. Additionally, ten teacher trainees with at least six years of English language learning background consented to participate in this study, while four lecturers were also incorporated. The findings were identified primarily with labiodental, dental, velar, alveolar, and palatal consonants, and with the monophthong sounds /i:/ and /ɒ/, and diphthongs /eɪ/ and /ɪə/. Factors influencing pronunciation proficiency include inadequate qualified teachers, insufficiently structured language programs, first language interference, and limited access to learning resources, alongside motivational and environmental factors, age, and beliefs. Recommendations for improvement emphasize integrating technology and social media for accessing pronunciation tutorials, extending instructional hours, and encouraging regular English-speaking practices.
Clinical Infectious Diseases
Background In people with human immunodeficiency virus (PWH), the World Health Organization–recom... more Background In people with human immunodeficiency virus (PWH), the World Health Organization–recommended tuberculosis (TB) 4-symptom screen (W4SS) targeting those who need molecular rapid testing may be suboptimal. We assessed the performance of different TB screening approaches in severely immunosuppressed PWH enrolled in the guided-treatment group of the STATIS trial (NCT02057796). Methods Ambulatory PWH with no overt evidence of TB and CD4 count <100 cells/µL were screened for TB prior to antiretroviral therapy (ART) initiation with W4SS, chest radiograph (CXR), urine lipoarabinomannan (LAM) test, and sputum Xpert MTB/RIF (Xpert). Correctly and wrongly identified cases by screening approaches were assessed overall and by CD4 count threshold (≤50 and 51–99 cells/µL). Results Of 525 enrolled participants (median CD4 count, 28 cells/µL), 48 (9.9%) were diagnosed with TB at enrollment. Among participants with a negative W4SS, 16% had either a positive Xpert, a CXR suggestive of TB,...
International Journal of Scientific and Research Publications
Indonesian Journal of Advanced Research, Mar 30, 2024
This is an openaccess article distributed under the terms of the Creative Commons Atribusi 4.0 In... more This is an openaccess article distributed under the terms of the Creative Commons Atribusi 4.0 Internasional. has led many of both private and public institutions to employ English to modernize educational programs. Despite its increasing momentum, however, the language proficiency of many Cambodians ranks 97 out of 112 according to the data obtained from EF English Proficiency Index 2021. One of the challenges causing the majority of Cambodian students to obtain such a lower status is pronunciation (Moore & Bounchan, 2010). Multiple studies raised the issues of pronunciation among Cambodian learners. Siddhipaññadhivaṁso (2017), who investigated the pronunciation problems faced by twenty Cambodian students studying in Thailand, found that students had problems with the final consonant sounds of /ʧ/, /ʃ/, /v/ and /f/, word stress, sentence stress, and intonation. Sim and Hum (2021) reported that the contrasting features between Khmer and English phonetic systems caused problems for many Cambodians to mispronounce some words. The findings also encountered that L1 interference and the impact of the learning environment were the main barriers to students' pronunciation. Keuk (2008) interviewed a group of students and discovered that whereas one group of students tended to pronounce the ending sound /s/ with words that do not end up with /s/, the others tended to drop the sound /s/ when words are presented with the ending sound /s/. A study by Lim (2016) on Cambodian English teachers revealed that many teachers acknowledged their limited capacity to teach pronunciation compared to those of native English teachers. This claim implies that pronunciation is a challenge not only for students but also for teachers. Nguyen (2010) reported that Cambodian learners had difficulty pronouncing the ending sounds of /s/ and /ɪd/ since the Khmer language does not have this kind of language rule. The problems of these sounds, therefore, hindered the learning processes of many Cambodian students. Apart from these, he also found that Cambodian learners had trouble pronouncing the sounds
Indonesian Journal of Advanced Research (IJAR), 2024
This study investigates pronunciation challenges among English major -students at the National In... more This study investigates pronunciation challenges among English major -students at the National Institute of Education, focusing on segmental and supra-segmental pronunciation issues, contributing factors, and potential remediation strategies. The study employed a qualitative approach utilizing research apparatuses adjusted from previous studies. Additionally, ten teacher trainees with at least six years of English language learning background consented to participate in this study, while four lecturers were also incorporated. The findings were identified primarily with labiodental, dental, velar, alveolar, and palatal consonants, and with the monophthong sounds /i:/ and /ɒ/, and diphthongs /eɪ/ and /ɪə/. Factors influencing pronunciation proficiency include inadequate qualified teachers, insufficiently structured language programs, first language interference, and limited access to learning resources, alongside motivational and environmental factors, age, and beliefs. Recommendations for improvement emphasize integrating technology and social media for accessing pronunciation tutorials, extending instructional hours, and encouraging regular English-speaking practices.
Clinical Infectious Diseases
Background In people with human immunodeficiency virus (PWH), the World Health Organization–recom... more Background In people with human immunodeficiency virus (PWH), the World Health Organization–recommended tuberculosis (TB) 4-symptom screen (W4SS) targeting those who need molecular rapid testing may be suboptimal. We assessed the performance of different TB screening approaches in severely immunosuppressed PWH enrolled in the guided-treatment group of the STATIS trial (NCT02057796). Methods Ambulatory PWH with no overt evidence of TB and CD4 count <100 cells/µL were screened for TB prior to antiretroviral therapy (ART) initiation with W4SS, chest radiograph (CXR), urine lipoarabinomannan (LAM) test, and sputum Xpert MTB/RIF (Xpert). Correctly and wrongly identified cases by screening approaches were assessed overall and by CD4 count threshold (≤50 and 51–99 cells/µL). Results Of 525 enrolled participants (median CD4 count, 28 cells/µL), 48 (9.9%) were diagnosed with TB at enrollment. Among participants with a negative W4SS, 16% had either a positive Xpert, a CXR suggestive of TB,...
International Journal of Scientific and Research Publications