I faced some challenges during my first semester. I found myself in a class with people from diverse backgrounds, most of whom had earned their bachelor's degrees from IFL. I did not know them, and they did not know me either. I studied under experienced lecturers who had graduated from overseas, which made everything feel new. I remember one particularly interesting but difficult subject—English Phonology. It was a new area for me, as I hadn't studied it during my bachelor's degree. The lecturer, who had graduated from the USA, was very strict. It was hard to understand the material since I had never been exposed to this subject before. However, I worked hard to grasp the concepts. Eventually, I became interested in the field of phonology and chose it as the focus of my research proposal. Thankfully, I passed all my subjects in the first semester.
In my second semester, I began studying research methodologies. Before pursuing my master's degree, I had little knowledge of research. Research is generally divided into two types: qualitative and quantitative. Qualitative research deals more with ideas and opinions, while quantitative research focuses on numbers. As assignments and homework began to pile up, I struggled, especially as deadlines approached.
By the third semester, every student was required to choose a research topic and a supervisor. As mentioned earlier, I was particularly interested in pronunciation, so I chose one feature of pronunciation—lexical stress—for my research proposal. A research proposal is a clear plan outlining your intended thesis research. It must include the research topic, literature review, research methodology, research plan, and more.
Next, students had to defend their proposals. Two examiners would listen and provide feedback during the proposal presentation. Before the defense, presenters had to organize a well-structured slide presentation. Each candidate was allotted about 15 minutes for their presentation and 10 minutes for questions and answers. The examiners gave extensive feedback to help candidates improve their research proposals.
In my final semester, I had to balance both studying and writing my research thesis. It was a tough job that required immense effort. I had to teach in the morning, attend classes in the evening, and work on my research at night, leaving me with little sleep. Candidates were supposed to work closely with their supervisors, but I didn’t meet with mine as often as I would have liked. Nevertheless, I managed to successfully complete my thesis.
Here are some valuable experiences I gained from my master's degree. First, I had the opportunity to teach at the Royal University of Phnom Penh (RUPP), the Institute of Technology of Cambodia (ITC), and Phnom Penh International University (PPIU) simultaneously. Interestingly, RUPP and ITC only recruited candidates who had earned their bachelor's degrees from IFL at the time, but despite having graduated from PUC, I was able to pass the interview because I was pursuing my master's degree at IFL.
Second, I had the chance to study with experienced lecturers who had completed their doctoral studies at prestigious institutions. Most of these lecturers had earned PhDs from countries like the USA, Australia, New Zealand, and various European nations. Third, the school offered special workshops and seminars, often held on campus, featuring language experts and book authors. I was especially excited to meet the authors of textbooks I had studied in the GEP program.
Finally, I now hold a master's degree from a well-known institution, which serves as a bridge and scaffold for pursuing further education.
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