Abstract
In 2016, Thai Ministry of Education (MOE) has announced the Common European Framework of Reference for Languages or the CEFR (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools. This has inevitably affected Rajabhat Universities (RUs) in the country that have major roles and responsibilities in producing pre-service English teachers. This paper presents the results of an investigation of English teachers’ perceptions at Rajabhat universities in Bangkok and suburban areas. Participants were 67 teachers in total. A mixed-methods approach was employed for data collection. Research tools are a set of questionnaire and an individual semi-structured interview. An interview was conducted with 6 teachers in 6 RUs, each was purposively selected. Data analysis employed frequency, means, and standard deviation, while Grounded theory (Strauss & Corbin, 1999) was used for interview data analysis. Findings indicate the participants mostly agreed with the MOE’s launching the CEFR policy and reflected they could apply the CEFR as a guideline in teaching and learning management. However, data from the in-depth interview revealed both advantages and disadvantages of the CEFR. This study might be a kind of mirror for policy makers and practitioners at both policy and classroom pedagogy levels who advocate the CEFR policy in Thailand.
Highlights
AND BACKGROUNDTeaching and learning English in Thailand has been an essential issue of argument concerning the achievement of all stakeholders, and the students in particular
This study might be a kind of mirror for policy makers and practitioners at both policy and classroom pedagogy levels who advocate the Common Framework of Reference (CEFR) policy in Thailand
Concerning the CEFR implications, the results showed that respondents perceived that it was fairly applicable in putting the CEFR into practice in curriculum planning and classroom practice (x =3.40)
Summary
AND BACKGROUNDTeaching and learning English in Thailand has been an essential issue of argument concerning the achievement of all stakeholders, and the students in particular. The test of O-Net in English subject of students all over the country revealed unsatisfying results as well (Mala, 2016). This made Thai Ministry of Education laid a new policy in English language teaching and learning. In year 2016, Thai Ministry of Education (MOE) has announced the Common European Framework of Reference for Languages or CEFR (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools for English classroom learning and teaching management (English Language Institute, 2016). The questions are - “What is the CEFR?” and “Why did MOE choose it for English teachers and students in the country?”
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