Towards the CEFR Action-Oriented Approach: Factors Influencing its Achievement in Thai EFL Classrooms
Abstract
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.
Keywords: CEFR, Action-oriented approach; EFL Teachers; CEFR in Thailand; teaching practice
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DOI: http://dx.doi.org/10.17576/3L-2022-2802-03
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