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

Supunya, Nuntapat

doi:10.17576/3l-2022-2802-03

Cited by 4 publications

(3 citation statements)

References 17 publications

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“…The challenges and Khair & Shah(2021)] [Alih,Yusoff & Raof (2021)] [Sulaiman, (2021)] Practicality practicality issues [Nikolaeva, S. (2019)] [Yüce & Mirici, (2019)] Factors Contributing to Success [Supunya (2022),]…”

Section: What Are the Issues That Are Commonly Raised Regarding The I...mentioning

confidence: 99%

Common European Framework of Reference (CEFR): A Review on its Implementation in ESL/EFL Classrooms

Kassim,

Hashim

2023

IJARBSS

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The adoption of the Common European Framework of Reference (CEFR) as the benchmark against which Malaysia's English curriculum must be measured has stirred up the ESL education community, particularly the instructors, in a number of ways. However, opinions on its success and difficulties run the gamut from wholly endorsing the concept to wholly rejecting it. The objective of this review is to methodically pinpoint the problems that frequently arise when the CEFR is implemented in ESL or EFL classrooms around the world. 26 papers from the year 2018 to 2023 were extracted using two databases, Google Scholar and the Educational Resources Information Centre (ERIC), while considering inclusion and exclusion criteria. The important findings showed that the concerns about the adoption of the CEFR in ESL and EFL classrooms revolve around the teachers' factors,the challenges and practicality issues, the curricular aspects and the materials. The adoption of the CEFR in ESL/EFL classrooms was only partially successful because, despite the fact that most teachers have a positive attitude towards the adoption, issues resulting from a lack of training and appropriate materials make adoption difficult. Research on potential ways to solve the difficulties is still scarce, though. Overall, this review is deemed useful for the stakeholders around the world to have better insight on the effectiveness of the implementation if CEFR in ESL/EFL classrooms to devise remedial strategies in order to minimize the adverse effects of implementing CEFR into the nation's education system around the world and perform further researches to fulfil the inadequacy of the information of identified areas.

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Section: What Are the Issues That Are Commonly Raised Regarding The I...mentioning

confidence: 99%

Common European Framework of Reference (CEFR): A Review on its Implementation in ESL/EFL Classrooms

Kassim,

Hashim

2023

IJARBSS

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“…Acts of speech are an integral component of language activities; yet, a comprehensive understanding of these behaviours necessitates consideration of their broader social framework (Puren, 2021). The primary focus of the action-oriented strategy lies in the role of language within the context of communication (Supunya, 2022).…”

Section: Action-oriented Approach In Cefrmentioning

confidence: 99%

The Effect of Action-Oriented Approach on Low-Performing Students’ Achievements

MİRİCİ,

SARI YILDIRIM,

GÜRHAN

2023

BUEFAD

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Teaching a foreign language to low-performing students necessitates thinking multi-dimensionally. It is not only to convey the knowledge to the students, but also it is to be able to take into consideration their needs, expectations, interests, and backgrounds. Thus, educators use some approaches as a base and apply a lot of teaching methods to provide learning in the best way according to their students. However, it is not easy to reach all of the students. Thanks to the CEFR (Common European Framework of Reference)’s Action Oriented Approach (AOA), educators can reach the objectives of their curriculum even by considering Inclusive Education and increasing the active participation of low-performing students. In this study, it is aimed to determine how an AOA is effective in low-performing students’ achievements. This study was conducted during 4 weeks with a 1-hour duration of 12 classes. A quasi-experimental method with one pretest-posttest group and the sequential explanatory pattern was employed to explain and narrate quantitative results of the effect of the AOA on low-performing students’ achievements. There were 9 students 3 girls, and 6 boys who were in 8th grade (13-14 years old). They were chosen according to their cumulative grade point average (GPA) in English lessons the previous year. All of the students had a standardized achievement pretest and posttest. The data were supported by a parental questionnaire which was prepared by taking an expert opinion. At the end of the study, it was observed that there is a significant difference between the previous and current achievements of the students. Moreover, according to the parents’ interview forms, it was understood that there has been a positive change in the attitudes of students toward English lessons and learning English.

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“…The institution can also take advantage of such collaborative practice to identify future directions of PD based on teachers' profound lacks, needs, wants and necessities as practiced in Tung's (2018) work. Some other studies in teachers' PD have also illustrated that there are also issues of political conflict within the department (e.g., Supunya, 2022) and such issues may be deemed, if not resolved, with institutional support as holding the authoritative power to bridge the gaps of ESP-related arguments on practice.…”

Section: Sustainability In Esp Instructionmentioning

confidence: 99%

A Systematic Review on ESP Teachers: Current Focus, Collaboration, and Sustainability

Supunya

2023

rEFLections

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Since its emergence in the 1960s, English for Specific Purposes (ESP) has been a dominant subfield in language education and English language teaching. The mainstream ESP literature appears to be linguistic-oriented with less attention directed towards ESP teachers. Responding to the calls for more ESP teacher research, this systematic review aims to be a substantial starting point in scrutinising research on ESP teachers published from 2010 to 2022 in the Scopus-indexed journals to frame current research foci, explore existing pedagogical collaborations, and propose suggestions regarding the issue of sustainability. Thirty-seven empirical studies were initially short-listed, of which thirty-two were analysed. A synthesis of ESP teacher articles yields seven lines of research: teachers’ perceptions and beliefs, teachers’ identity development and agency, perceived challenges and needs, collaborative practices, teaching and innovation, teachers’ knowledge, and technology in ESP. Two distinctive types of collaboration to effective instruction across contexts are illustrated. Drawn from the twelve years of research, the sustainability in ESP is presented to depict pedagogical, administrative, and policy implications. Last, future research directions are also proposed.

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

Cited by 4 publications

References 17 publications

Common European Framework of Reference (CEFR): A Review on its Implementation in ESL/EFL Classrooms

Common European Framework of Reference (CEFR): A Review on its Implementation in ESL/EFL Classrooms

The Effect of Action-Oriented Approach on Low-Performing Students’ Achievements

A Systematic Review on ESP Teachers: Current Focus, Collaboration, and Sustainability

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