Unpacking the Struggle: Linguistic, Pedagogical, and Cognitive Barriers in Cambodian Students’ English Essay Writing

Abstract

Within the context of Cambodia's expanding integration into the global economy and the increasing emphasis on English proficiency in its educational programs, the objective of this literature review is to investigate the numerous obstacles that Cambodian students encounter when composing English essays. The research reveals a significant deficiency in current knowledge, despite the growing importance of English language acquisition, specifically a lack of synthesis regarding the linguistic, pedagogical, and cognitive-affective obstacles that impede the academic writing development of Cambodian students. The review employs a theme synthesis approach to assess the intricacies of language and syntax, instructional strategies, and student psychology by analyzing peer-reviewed publications, theses, and regional reports published between 2000 and 2024. The results indicate that Cambodian students typically face a combination of challenges, including limited vocabulary usage, ineffective writing instruction, low self-efficacy, and grammatical errors, which collectively contribute to subpar academic writing projects. Systemic issues include resource constraints, inadequate teacher preparation in writing pedagogy, and culturally ingrained learning attitudes that prevent critical expression, aggravating these problems. Completing the research are culturally relevant resources, action-oriented research that might guide future initiatives, and context-sensitive recommendations for teachers, curriculum designers, legislators, and academics wishing to support process-based education.