Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand

Abstract

The Common European Framework of Reference for language teaching, learning, and assessment (CEFR) provides a guideline for English teaching aids and curriculum development in language courses. It identifies and describes the specific skills that language learners must acquire to improve their English language proficiency for communication (CoE, 2001). In the Thai context, the Ministry of Education (MoE, 2014) has adopted the framework as a practical handbook for reforming English teaching at all levels. However, only a few studies have examined Thai stakeholders’ perceptions towards CEFR. As such, the current study investigated preservice English teachers’ perceptions of the CEFR in a Thai context. A total of 200 fourth and fifth-year preservice English teachers participated in this study. A mixed-method design was used to collect data via seven-point Likert scale questionnaires and semi-structured interviews. The quantitative findings revealed that the participants had a high level of understanding of the CEFR, specifically in the assessment domain and development of reference level descriptions. By contrast, the qualitative data revealed that Thai preservice teachers have little knowledge of the CEFR, and their understanding of the CEFR was quite limited. Nevertheless, Thai preservice teachers expressed positive views regarding the implementation of the CEFR into classroom practice. Overall, these findings indicate that the preservice English teachers had a poor understanding of the CEFR conception, which suggests that Thai stakeholders must raise awareness regarding the proper implementation of the CEFR and its alignment with the national curriculum. 

Towards the CEFR Action-Oriented Approach: Factors Influencing its Achievement in Thai EFL Classrooms

“…One shared factor across the three levels is the understanding of the CEFR and the actionoriented approach, which appears to be the fundamental element that needs to be established before the implementation of the framework and its approach. Consistent with previous studies, it was found that practitioners in the language education system require a more thorough understanding of the CEFR and the action-oriented approach (Kanchai, 2019;Phoolaikao & Sukying, 2021). Indeed, a lack of understanding can result in an unwillingness to apply the approach into classroom practices (Franz & Teo, 2017).…”

“…The CEFR framework has been adopted in numerous countries across the world, including Thailand. However, more in-depth studies are required to provide a clearer picture of the implementation of the CEFR framework and, more importantly, its underlying action-oriented approach in classrooms (Kanchai, 2019;Phoolaikao & Sukying, 2021). The current findings have revealed three substantial implications.…”

“…Another study has shown that university lecturers appear to have a good understanding of the CEFR, specifically in the domains of the CEFR reference levels, its applications for teaching and learning, and assessments, but had little knowledge on the underlying approach for language teaching and learning, i.e., the actionoriented approach (Kanchai, 2019). Recently, Phoolaikao and Sukying (2021) investigated 200 preservice teachers' views of the CEFR and its implementation using a mixed-method design. The findings revealed that preservice teachers have a high level of understanding of the CEFR in the domains of assessment and reference levels, while their insights into the framework appeared somewhat limited.…”

Adopting CEFR for English Language Learning in Indonesia to support 21st Century Skills

“…Due to the CEFR's widespread implementation in educational systems, its strengths on global policymaking are now more apparent. The discussion of the adaptation of CEFR in mny contexts is in line with [15] who claimed that the CEFR played a pivotal role in English language teaching and learning and was a useful tool for curriculum guidelines, English language courses, assessments, and describing language proficiency levels. Besides that, a recent study by [16] revealed participants' understanding that the CEFR is an essential and beneficial guideline for English language teaching classrooms.…”

CEFR-aligned Primary Curriculum Framework:Rural National Primary School English Language Teachers’ Attitudes and Slants

“…Studies have shown that language educators displayed various attitudes, reactions, and perceptions towards CEFR. Among popular issues that arose due to its implementation in many countries that have adopted it reported in studies were insufficient training on the CEFR familiarization to guide teachers adequately to take CEFR into their classroom practices, and limited knowledge and exposure to the CEFR among teachers (Ajop & Said, 2020;Alih et al, 2020;Díez-Bedmar & Byram, 2019;Foley, 2019;Kaur & Mah, 2018;Kok & Aziz, 2019;Phoolaikao & Sukying, 2021;Tosun & Glover, 2020;Uri & Aziz, 2018). In regards with the insufficient training, thus, it is a fundamental need to be addressed that most English as Second Language (ESL) teachers expressed their concerns and they claimed that they need more inservice training on CEFR (Sülü & Kır, 2014;Singh et al, 2021), and a series of training and workshop on CEFR (Khair & Shah, 2021).…”