A STUDY ON E-READINESS OF USING CLASS DOJO IN IMPROVING PSYCHOLOGY FOR LANGUAGE TEACHING AMONG CAMBODIAN UNIVERSITY FACULTIES

The dawn of globalization has changed the way language taught and learned through the revolution of the Information Communication and Technology tools (ICT) that benefit blended-education approach. This study aims to investigate to what extent are Receivers (learners) and Enablers (teachers) ready for e-Readiness in Class Dojo learning in Cambodian Higher Education Institutions. The data collection of this quantitative study was used with six dimensions (learner, content, technical, environmental, cultural and financial readiness) for enablers adapted from e-learning Readiness in Cambodia. The research has shown the e- Readiness of Class Dojo learning is still limited based the result of the mean and standard deviation for both receivers and enablers. The average mean score of Learner Readiness for teacher (x̄ : 1.28, SD: 0.44); Content Readiness (x̄ : 1.35, SD: 047); Technical Readiness (x̄ : 1.46, SD: 0.49); Environmental Readiness (x̄ : 1.66, SD: 0.66), Cultural Readiness (x̄ : 1.23, SD: 0.41); Financial Readiness (x̄ : 1.24, SD: 0.42). The result of the research indicated that the mean score of the enabler readiness are still very low; therefore, this study implies that enablers need some exposure on how to use the Class Dojo learning approach and is still new in Cambodia.