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

Abstract

The Common European Framework of Reference for languages: teaching, learning, and assessing (CEFR) is a guideline used to describe a learner’s language proficiency on a six-point scale (A1-C2). In Thailand, the Ministry of Education (MoE, 2014) had adopted the framework as a practical handbook for reforming English teaching at all levels. However, little has been made to explore Thai preservice English teachers’ perceptions of CEFR (Franz & Teo, 2017; Kanchai, 2019). Therefore, the current study aimed to examine the viewpoints of preservice English teachers regarding the CEFR in the Thai context. The participants consisted of 200 preservice English teachers from government universities in Northeastern Thailand. All of the participants were fourth-and fifth-year English majors. The quantitative data were obtained using a seven-point Likert scale questionnaire, whereas the semi-structured interview was used to collect the qualitative information from 15 participants selected by convenience sampling. The quantitative data were analyzed using descriptive statistics and percentages, while the qualitative data were analyzed by coding into the CEFR domains. The quantitative findings showed a high level of insights into CEFR among Thai preservice English teachers. Precisely, Thai preservice teachers reported the highest knowledge of the assessment domain, followed by the common reference levels description and, finally, the learning and teaching approach. However, the qualitative findings indicated that Thai preservice English teachers had a partial knowledge of CEFR. Notably, Thai preservice teachers reported that the implementation of CEFR in their EFL classrooms was limited. Overall, the current findings suggest that stakeholders including teachers and curriculum developers require a CEFR training program. Other pedagogical implications and further studies are also discussed.

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