This programme is designed for both trained and experienced and young professional teachers, curriculum developers and consultants who wish to gain a higher degree and professionalism in a range of areas such as teaching English language, language programme administration, bilingual education and applied language study. The programme integrates theory with practice which focuses on second/foreign language learning, teaching, assessment, managing and research.

The Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL) is designed to produce advanced graduates who will emerge as reflective educators, innovative researchers, and strategic leaders with advanced knowledge of TESOL theory, research, and ELT programme management, and will be able to apply their expertise in diverse contexts.

Graduates will demonstrate competency in digital literacy, professional and ethical values, strong communication skills, and a commitment to lifelong professional development, enabling them to analyse, explore, and critique evolving issues in TESOL and contribute to national human capital development and global academic engagement.

The MA in TESOL programme at the Institute of Foreign Languages, Royal University of Phnom Penh — an established centre for language proficiency, teacher education, and TESOL research in Cambodia — is committed to developing experienced English language practitioners as critically reflective educators, emerging researchers, and principled programme leaders. 

Grounded in the realities of Cambodian classrooms and responsive to regional and global ELT developments, the programme strengthens evidence-based teaching practice, promotes rigorous research inquiry, and enhances institutional quality through graduate education aligned with regional and international accreditation standards.

The MA in TESOL programme at the Institute of Foreign Languages, Royal University of Phnom Penh, prepares experienced English language practitioners to become reflective educators, innovative researchers, and strategic ELT leaders. Through rigorous academic inquiry and evidence-based practice grounded in Cambodian, regional and global contexts, graduates emerge with the advanced knowledge, research competencies, and professional skills to contribute meaningfully to institutional growth and national human capital development.

The MA in TESOL programme envisions that graduate education serves a purpose greater than professional advancement per se. It is a process through which educators develop the capacity to think critically, inquire systematically, and act with integrity in the diverse and evolving contexts they serve. 

The programme holds that knowledge becomes most meaningful when it is pursued with curiosity, applied with cultural sensitivity, and shared with a genuine concern for the learners, institutions, and communities. 

With a commitment to ethical professionalism, a culture of inquiry, and lifelong learning, the programme aspires to cultivate graduates who contribute not only to their own growth but also to the continuous improvement of English language education in Cambodia and beyond.

GA 1 — Reflective Teaching Professional 

MA in TESOL graduates critically examine their own pedagogical practice, applying evidence-based theories and andragogical principles to continuously improve English language teaching across diverse educational contexts.

GA 2 — Innovative TESOL Researcher 

MA in TESOL graduates design and conduct rigorous independent research, contributing original knowledge to TESOL scholarship and evidence-based practice at institutional, national, and global levels.

GA 3 — Strategic ELT Leader 

MA in TESOL graduates manage and execute strategic roles in ELT programme development, quality assurance, curriculum design, and institutional advancement with digital competence and professional confidence.

GA 4 — Ethical and Interculturally Competent Professional 

MA in TESOL graduates uphold ethical professionalism and intercultural sensitivity in all academic and professional engagements, demonstrating responsibility toward learners, institutions, and the broader educational community.

GA 5 — Effective National and International Academic Communicator 

MA in TESOL graduates articulate research findings, professional knowledge, and scholarly ideas clearly and persuasively through academic writing, oral presentation, and digital platforms in national and international settings.

Upon completion of the MA in TESOL, graduates will be able to:

A. Knowledge (K)

PLO1. Apply advanced knowledge of language learning theories and TESOL principles to instructional design and practice across diverse ELT contexts, including those specific to Cambodia and Southeast Asia.

PLO2. Critically evaluate contemporary issues, innovations, and policies in English language education.

B. Cognitive Skills (C)

PLO3. Design, implement, and evaluate effective English language curricula, instructional materials, and assessments using evidence-based approaches.

PLO4. Conduct independent quantitative, qualitative, or mixed-methods research in      TESOL.

PLO5. Analyze and solve complex pedagogical and administrative challenges in ELT contexts.

C. Interpersonal & Responsibility (I)

PLO6. Exercise leadership, teamwork, and ethical responsibility in ELT programme management and collaborative academic settings.

PLO7. Produce documented evidence of reflective practice and ongoing commitment to continuous professional development.

D. Communication & Digital Skills (D)

PLO8. Articulate research findings and professional knowledge clearly and persuasively through academic writing and oral presentation across academic and professional settings.

PLO9. Integrate appropriate digital technologies to enhance English language teaching, research, and programme administration.

This programme lasts FOUR semesters full-time. Students may defer for a maximum of FOUR years once they have fulfilled the requirements of the first two semesters. Students must complete units/subjects totaling 45 credit points to be eligible for the award of Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL). The MA in TESOL programme consists of 7 compulsory core units/subjects, 3 of the 12 elective units/subjects, 1 thesis proposal and a research thesis of 10,000 words.

Attendance Policy

Attendance is mandatory for all the units/subjects as it largely maintains the quality of the MA in TESOL programme. Therefore, observe the following attendance regulations carefully and comply with them strictly.

Note: A fail in attendance leads to a fail in the course.

* One meeting has two sessions, and one session lasts for 90 minutes.

Suspension Policy

Students are allowed to defer their studies for a maximum of two semesters once they follow these conditions. (1) Students must pass all the units/subjects with satisfactory results in the first two semesters. And (2) they must comply with all the procedures and regulations of the Department of English (suspension form completion within the suspension schedule).

Suspension schedule

The following are the compulsory core units/subjects and elective units/subjects and numbers of credit points earned.

A. Compulsory Core Units/Subjects and Credit Points

B. Elective TESOL Courses

C. Elective Professional Development Courses

TESOL 2001 Introduction to Qualitative Research in TESOL

This course comprises two strands: (1) an introduction to different approaches to qualitative research, comprising narrative research, phenomenological research, grounded theory research, ethnographic study, and case study research; and (2) a practical orientation to research proposal writing. The former will provide ways to problematise a research problem, ask research questions, conceptualise and operationalise qualitative research designs, i.e., planning data collection, analyzing and interpreting data, and writing a qualitative study. The latter will guide students in designing a research study and drafting a research proposal.

TESOL 2002 Advanced Research in Second Language Acquisition

The course prepares MA students to undertake quantitative research. Students will be well-informed about when quantitative research is suitable, critique the quality of a quantitative research proposal using key concepts from the course, evaluate the quality of published quantitative journal articles, and subject data to statistical treatments to confirm/reject hypotheses or address research questions. This course is suitable for those who want to be competent in carrying out quantitative studies.

TESOL 2003 Teaching Methodology

The course is an advanced path to teaching methodology for TESOL, covering all vital aspects in teaching and learning English in general. More relevant, effective, and integrated approaches, methods, and techniques for teaching English, as well as the critical examination of the theoretical foundations of current and future practices in the realm of teaching English as a second/foreign language, will be introduced. The course provides the participants with a wide-range investigation of practical language teaching alternatives, which firmly anchors in accepted principles of language teaching and learning. The participants take part in vigorous discussions of the contemporary teaching and learning theories, and they directly join professional training in designing and implementing various teaching concepts and theories in the Cambodian context. The course incorporates various communicative learning activities such as self-reflection and critique, open forum, and teaching demonstrations.

TESOL 2004 Theories and Practices in Applied Linguistics

The course discusses the history and development of Applied Linguistics and the parasitic root of the discipline. In doing so, the course examines many theoretical influences from multiple disciplines, including Linguistics, cognitive psychology, and sociolinguistics, which contribute to the current state of Applied Linguistics as an ever-expanding discipline. The practical aspects of the discipline, language teaching methodology and various classroom practices especially those in the Cambodian ELT context, will also be discussed. The course explores major topics and trends in Applied Linguistics so that the course participants can develop an informed research interest.

TESOL 2005 Language Curriculum Design and Development

This course (TESOL2005) is designed for upper-intermediate to advanced learners, particularly for fresh graduates or pre-service teachers interested in language education and curriculum design. TESOL2005 consists of key themes, such as needs analysis, goal setting, syllabus design, materials development, and program evaluation. It emphasises how language curricula are planned, implemented, and assessed in real educational contexts. A task-based approach, lectures, case studies, group discussions, presentations, and project-based learning are used to leverage students’ critical thinking, analysis, and practicality in real-life settings. By the end of the course, learners are expected to demonstrate the ability to analyse students’ needs, design coherent curriculum components, and evaluate instructional effectiveness

TESOL 2006 Second Language Acquisition

The course deals with theories, principles, and current issues about Second Language Acquisition. The course covers foundations of Second Language Acquisition and relevant theories such as linguistic, psychological, and social-contextual approaches to Second Language Acquisition. Central to the course are discussions on current SLA research in various aspects drawing on research outcomes and research methodologies used in this field, and discussions on relevant Conditions for Second Language Learning, which provides more implications and theoretical guidelines for ELT classroom practices.

TESOL 2008 Language Assessment

This course aims to build on the current and prior experiences of educators to extend their knowledge and enhance their ability to use classroom-based language assessment effectively. In particular, this course aims to provide educators with a solid foundation of knowledge and skills in using assessments to enhance their instruction and foster students’ learning required in the twenty-first century in various language learning settings and programmes. It is intended to provide an opportunity for educators to consider the design and use of assessments for a range of purposes and needs, and to 
critique and analyse assessment strategies and practices. 

TESOL 2009 Grammar and Discourse (Functional Approach)

This course is designed to provide students with a systematic understanding of the main areas of grammar, including morphology, syntax, semantics, and stylistics, with an additional focus on syntactic theories for genre analysis. The main topics include the role of grammar in language, analysis of spoken and written texts, and pragmatics and transfer. A range of descriptive and methodological approaches to the analysis of grammar and discourse is considered. Throughout the subject, material is drawn from different spoken and written varieties of English, including various regional and social varieties as well as Standard English.

TESOL 2010 Thesis Proposal 

The seminar is organized to assist students in the process of writing a research proposal. It covers special issues of applied linguistics, language education and research proposal elements to broaden students’ knowledge in these fields to enable them write a good quality proposal paper.

TESOL Thesis

This course component provides students an opportunity to undertake the research based on their areas of interests. Topics cover a wide range including curriculum, second language acquisition, teaching and learning theories and practices, discourse analysis, language education management, assessment and other TESOL related issues. Moreover, students could apply all the research theories and elements learned to the whole process of completing a master's thesis.

Elective TESOL Courses

TESOL 2007 Phonetics and Phonology in Language Teaching

A broad overview of English phonetics and phonology related to English pronunciation instruction, and how this knowledge can be applied to an EFL classroom setting are the main focus of the course. Students will gain practical, hands-on experience with the sounds and sound systems of English through a combination of lectures, discussions, and assignments, all with the aim of preparing them to integrate pronunciation instruction into their current or future English classrooms. Students will acquire and develop practical strategies and activities for teaching a variety of pronunciation lessons, including phonemes, stress, intonation, and other related phonological elements.

TESOL 2012 Academic Writing for Graduate Studies

This course is designed to help fresh graduate students improve their ability to academically write for their graduate coursework. It is aimed at achieving two primary objectives: to equip master’s students with academic writing skills required to prepare effective literature review chapters often expected at their level, and to expose them to several sample research papers so that they would have a firm understanding of key sections of research papers.

TESOL 2013 Advanced Academic English

This is a preliminary subject which aims to improve students’ English proficiency to prepare them to undertake different tasks at a graduate level.

TESOL 2014 Psychology for Language Learning

The course aims to introduce to students numerous psychological theories that can be applied to the teaching and learning of foreign languages. Understanding the role of how people learn constitutes the core component of this course. The course endeavors to establish a link between learning a foreign language and the field of psychology.

TESOL 2015 Sociolinguistics in Language Teaching

The course is designed to provide an overview of sociolinguistic theories and methodologies, with special emphasis on their applicability to language teaching and education, particularly in English as a Foreign Language (EFL) contexts and communities. Topics include sociolinguistic approaches to bilingualism and second language learning, language variation and diversity, language and interaction, and language and culture.

Elective Professional Development Courses

TESOL 2026 English Language Teaching Management

The course is divided into three parts. The first part attempts to provide ELT educators with general theories of organization and management and invites them to apply the learned theories to analyze the organization and management practice in their own institutions, as well as its suitability for organization. The second part argues for the role of leadership as a significant contribution, besides management role, to bring about optimal results in the ELT institutions, and equips ELT educators with knowledge of different models of leadership styles that can be adapted to suit their own organizations. The last part aims to provide ELT educators, regardless of their roles as managers and/or leaders, with knowledge of common functions and skills that they need to perform in schools. The course ends with discussions on such common issues including quality schools, school effectiveness, school improvement, and management/leadership challenges.

TESOL 2017 Language and Culture in Contact

This subject is intended for those who are new to the field of linguistics. It provides an overview of the field in general especially in regards to pure linguistics, applied linguistics and general linguistics. Pure linguistics contains fundamental studies of language structures which include syntax, semantics, morphology, phonetics and phonology. Applied linguistics covers the psychological aspects of language acquisition and language processing. Finally, the general linguistics is meant to give a bigger picture of languages in terms of its existence in human society and how it evolves over time. The subject will not go into too much technical aspects of language and the book itself is written in a way that general audience can also find it comprehensibly accessible.

TESOL 2018 Language Planning and Language Policy

This course covers not only about language learning imposed by economic or political agendas, but also language choices entered into freely for reasons of social mobility, economic advantage or group identity. The course is divided into three parts. The first part reviews the development and role of standard languages in the construction of national communities and identities. The second part examines the linguistic accommodation of groups in contact, major lingua francas and the case of international English. The third part explores reactions to nationalism and globalization, with some attention to language rights.

TESOL 2019 Technology-Assisted Language Learning (TALL)

Technology has revolutionised teaching and learning processes in ESL classrooms. The technology-assisted Language Learning (TALL) course explores the potential of different types of technology, from basic computer applications to advanced online learning, in order to help students design and deliver effective learning materials. The course will also discuss and analyze the impacts of educational technology and how technology can be integrated into language learning to enrich ESL students’ learning experience.

TESOL 2020 Teaching of Literature in a Second/Foreign Language

This course introduces issues of and approaches to using literature with language learners in language classrooms – the cultural, the personal growth, and the language models, each of which has its own theoretical bases and principles serving as guidelines for language teachers who teach literature in ESL/EFL context. Central to this discussion are reading texts related to the teaching of literature and English language to non-native speakers. The course has been divided into three parts, all of which are interrelated. The first part deals with approaches to teaching literature in ESL/EFL classrooms; the second part introduces critical theories necessary for interpreting literary texts and teaching of literature; and the last part explores approaches to teaching reading including questioning strategies, critical reading strategies, and the like, and some examples of materials design for teaching literature in ESL/EFL classrooms.

TESOL 2021 Bilingualism

The course is designed for students to basically characterize key aspects of the most important and influential contributions on bilingualism and bilingual education. It provides an overview of principles, theories and studies on bilingual domain, followed by the implication for classroom practices based on political influences on the education sector.

TESOL 2022 Media and Literacies

This course is designed to gain insights into issues of language and literacy around new media. Along with other theories, the “Multi-literacies” theory of literacy will be introduced in this course. It also focuses on current trends in literacy instruction in language arts or composition classes as well as academic literacies across various curriculum areas. Moreover, it will investigate the implications of new media of language and literacy and explore the implications of development in the contemporary media, particularly the new, digital media in connection with language teaching and learning.

TESOL 2023 Teaching Practice

Students undertake eight-week supervised teaching practice and observation in the sector in which they wish to qualify, together with peer observations and school-based field work. Teaching practice incorporates appropriate modeling of the target language, both spoken and written; the design, implementation and evaluation of lessons and units of work for students at a variety of language levels, the adaptation of existing materials and development of original work to meet student needs and interests; the evaluation and development of appropriate TESOL programmes, including needs analysis, syllabus design, programme organization and evaluation; the monitoring, documentation and reporting of students’ language development; the establishment of collaborative relationship with other staff members and self-reflection and critical evaluation of one’s own practice.

When taught in the weekly programme, there are 30 one-and-a-half-hour sessions for each subject. Teaching and learning strategies include lectures, presentations, small group work, group discussion, independent study, mini-tasks, seminars and workshops. Visiting professors and lecturers will probably conduct intensive teaching within a period of two to three weeks for any assigned subject/unit.

To be awarded a Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL), students must pass all the units/subjects required with at least a satisfactory result. The following are the grading scales applied to the unit/subject teaching assessment.

The grading scales applied to the unit/subject teaching assessment:

For local students, the tuition fee for the programme (4 semesters) of the Master of Arts in TESOL is 10,000,000 Riels. This fee may be paid by 2,500,000 Riels in instalments at the beginning of each semester at the following schedules:

There is only one course schedule offered for this programme on every weekday from Monday to Friday OR at weekends from Saturday to Sunday. 

Schedule

Academic Calendar

C. Additional Recognition of Prior Learning

Recognition of prior learning may be granted for the Units/Subjects completed at overseas institutions in the following courses:

1. Postgraduate Diploma in TESOL (40%)

2. Postgraduate Diploma in Applied Linguistics (40%)

3. MA in relevant social sciences (30%)

Note: Recognition of prior learning and experience may be granted on the basis of equivalent study undertaken at the English Department. This is decided by the Scientific Research Committee of the programme and on individual case.

To apply directly to the MA in TESOL Programme at the Department of English, Institute of Foreign Languages, follow these easy steps:

1) Pick up an application form from a receptionist on the ground floor of Building E.

2) Fill out all the information required by the MA programme of the Department of English and submit with all necessary documents to the Department of English.

3) When you are submitting your application form, make sure you attach:

• original or certified copies of your academic qualifications and transcripts;

• original or certified copy of evidence of your English language proficiency (TOEFL, ITP or IELTS score);

• original or certified copy of the degree;

• a good study objective and a Curriculum Vitae; and

• any other information specified in the entry requirements for the course(s) you have chosen. (Please see the Academic Calendar for application schedule).

   

  Application procedure summary:

To be updated!