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Thirty-six fourth-year students in an English Education Program participated in an action research and case study design. Evidence was collected via peer-interview video recordings and questionnaires, analyzed through grounded theory for qualitative data and descriptive statistics for quantitative results. 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This presentation discusses the results of an investigation of the preservice teachers’speaking ability using peer-interview technique. Also, their perceptions towards the CEFR-TBL Innovative Program were examined. The participants were thirty-six 4th year students in English Education Program at a Rajabhat University in the central part of Thailand. Research method applied in this study was action research and case study approach. Data sources were collected from interview video recordings, and a set of questionnaire. Data analysis employed Grounded theory (Strauss & Corbin, 1999) for qualitative data, and means and S.D for quantitative ones. Findings from the peer interview task revealed five aspects of students’English speaking although they were able to successfully communicate in their interview conversation. Also, the results from the questionnaire showed that the students perceived the benefits of the CEFR-TBL Innovative Program and that the program enhanced them in using English in both verbal and non-verbal communication. |\n| Article history\u003Cbr>Received: July 07, 2019\u003Cbr>Accepted: September 10, 2019\u003Cbr>Published: October 31, 2019\u003Cbr>Volume: 10 Issue: 5\u003Cbr>Advance access: October 2019 |  |\n| Conflicts of interest: Non\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Pre-service Teachers, Rajabhat University,\u003Cbr>The CEFR-TBL, English Speaking Ability, Peer Interview |  |\n\nINTRODUCTION  \nThis research study originates from English policy launched by the Ministry of Education in Thailand at the time of study. This policy put importance on the crucial role of English asan international language (EIL) and the CEFR as an international required standard and a guideline of English proficie cy. To make the national policy productive at the university level, the researcher considered task-based learning (TBL) an effective approach to promote speaking ability. Regarding EIL, it has played a significant role in every area of Thai education, particularly in English curriculum for pre-service teachers of Rajabhat universities. The Rajabhat University atthe research site as well as other Rajabhat Universities (RUs) in the country provides English Education Program (EEP) as their ultimate mission. And their students in the EEP who are pre-service teachers of English Education Program are required to take two internship courses in the fifth year of study. The purpose is to have them practice their English language use in both their teaching and communication ability at the schools for their teaching practicum. However, from the researcher’s experience in teaching the students in the EEP, it appeared that most pre-service teachers were not able to speak English successfully (English Education Program, 2016) . To solve the problem, the CEFR-TBL Innovative  \nProgram was designed and implemented to foster their English speaking ability at this research site.  \nThe CEFR-TBL Innovative Program was an integration of the CEFR and task-based learning (TBL) approach. The CEFR is an international standard for describing language ability (Council of Europe, 2001) and has been employed as a guideline for learning, teaching, and assessment for pre-service teachers’ English speaking at the research site since 2016. On the other hand, task-based learning approach (TBL) is considere","cbCainCJSScyFtI0","https://ap.wps.com/l/cbCainCJSScyFtI0","pdf",367222,"English","# Introduction\n# Literature Review\n## Speaking Ability in English as an International Context\n## Task-Based Learning (TBL)\n## The CEFR","[{\"question\":\"What is the CEFR-TBL Innovative Program in this study?\",\"answer\":\"It integrates the CEFR (as an ability description standard) with task-based learning to guide teaching, learning, and assessment aimed at improving English speaking.\"},{\"question\":\"How did the researchers evaluate the students’ speaking ability?\",\"answer\":\"They used peer-interview task results collected from interview video recordings and analyzed qualitative data using grounded theory and quantitative responses using means and standard deviations.\"},{\"question\":\"What did the study find about students’ perceptions of the program?\",\"answer\":\"Questionnaire results indicated that students perceived clear benefits and reported improvement in using English in both verbal and non-verbal communication.\"}]","The CEFR-TBL in Fostering Thai Pre-service Teachers’ English Speaking Ability Using the Peer Interview Task | PDF",1792068502,25]