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\n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Role of the CEFR and English Teaching in Thailand: A Case Study of Rajabhat Universities\u003Cbr>Kanjana Charttrakul, Anamai Damnet\u003Cbr>Kasetsart University, KamphaengSaen Campus, Thailand\u003Cbr>Corresponding Author: Anamai Damnet, E-mail: [andydamnet@gmail.com](andydamnet@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>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 mixedmethods 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. |\n| Article history\u003Cbr>Received: January 11, 2021\u003Cbr>Accepted: March 23, 2021\u003Cbr>Published: April 30, 2021\u003Cbr>Volume: 12 Issue: 2\u003Cbr>Advance access: April 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>CEFR,\u003Cbr>MOE,\u003Cbr>Pre-service Teachers, and Rajabhat Universities |  |\n\nINTRODUCTION AND BACKGROUND  \nTeaching and learning English in Thailand has been an essential issue of argument concerning the achievement of all stakeholders, and the students in particular. The stakeholders generally includes policy makers, teachers of English, learners, material developers, and other practitioners involved. For centuries, many theories and approaches of EFL, ELT, or TESOL (Kirkpatrick, 2007; Harmer, 2007; Hedge, 2000) including communicative language teaching or CLT (Ellis, 2008) have been employed and put in trial and error in English language classroom in Thailand (Charttrakul, 2009; Charttrakul, Anchaleewittayakul, Sukkara, Chirasawadi, & Deesiri, 2011; Prasansaph, 2009). The goal is to conquer the low success of Thai students in learning English.  \nHowever, the results of the achievement were still not satisfying. This can be confirmed by the results of teachers’ English test which mostly was below the standard. Furthermore, 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. For this reason, the Common European Framework of Reference for Languages or the CEFR was chosen to be a suitable English language framework for the current time of this research study. In year 2016, Thai Ministry of Education  \n(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). Also, the MOE has published the manual for both school levels (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?","cbCaiaZcINfa0f1D","https://ap.wps.com/l/cbCaiaZcINfa0f1D","pdf",220040,"English","# Introduction and Background\n## Context of English Language Teaching in Thailand\n## CEFR as a Guideline for Teaching and Assessment","[{\"question\":\"研究的核心议题是什么？\",\"answer\":\"研究聚焦CEFR在泰国职前英语教师培养中的作用，尤其考察Rajabhat大学英语教师对CEFR政策的认知与可操作性。\"},{\"question\":\"研究使用了哪些数据收集与分析方法？\",\"answer\":\"数据收集采用混合方法：问卷与个别半结构式访谈。分析方面，问卷数据使用频数、均值与标准差；访谈数据使用扎根理论进行处理。\"},{\"question\":\"主要研究发现有哪些？\",\"answer\":\"多数参与者同意教育部推出CEFR政策，并认为能够将CEFR作为教学与学习管理的指导。然而，深入访谈同时显示CEFR既有优势也存在不利影响。\"}]","Role of the CEFR and English Teaching in Thailand - A Case Study of Rajabhat Universities | PDF",1792068668]