Towards the CEFR action-oriented approach : factors influencing its achievement in Thai EFL classrooms
The Common European Framework of Reference (CEFR) has been globally accepted as a framework for language teaching, learning, and assessment. Thailand also adopted the CEFR in 2014 to escalate its English education quality in all levels, placing an emphasis on an action-oriented approach nationwide...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2022
|
| Online Access: | http://journalarticle.ukm.my/20089/1/49568-187243-1-PB.pdf http://journalarticle.ukm.my/20089/ https://ejournal.ukm.my/3l/issue/view/1526 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The Common European Framework of Reference (CEFR) has been globally accepted as a framework for language
teaching, learning, and assessment. Thailand also adopted the CEFR in 2014 to escalate its English education quality
in all levels, placing an emphasis on an action-oriented approach nationwide. Few studies have explored the factors
influencing the successful CEFR implementation. As such, the current study, framed in a social constructivist case
study methodology, used an in-depth interview with four in-service English teachers from four different regions to
investigate the factors contributing to the achievement of the action-oriented approach in a Thai EFL context. The
thematic analysis revealed thirteen potential factors that teachers believed affected the implementation of the CEFR,
categorised into three different levels – policy, administration, and instruction-oriented. The pedagogical and policy
implications were further discussed and generalised to other similar contexts. |
|---|