Enhancing English Teachers’ Proficiency and CEFR Competence through the CEFR-TBET Program: A Case Study of BMA Primary School
Keywords:
The Common European Framework of Reference for Languages (CEFR), CEFR Training for BMA English Primary School Teachers (CEFR-TBETs), Primary school English teachersAbstract
This study aimed to: 1) enhance the English language proficiency of primary school English teachers under the Bangkok Metropolitan Administration (BMA) in alignment with the Common European Framework of Reference for Languages (CEFR), 2) evaluate the effectiveness of the training entitled CEFR Training for BMA English Primary School Teachers (CEFR-TBET), and 3) examine the participants’ perceptions of the training program. Seven English teachers from seven BMA primary schools were selected through purposive sampling. A mixed-methods approach was employed, utilizing both quantitative and qualitative data collection techniques. Research instruments included: 1) English language pre-test and post-test, 2) a structured questionnaire, 3) semi-structured interviews, and 4) a peer observation form. Quantitative data were analyzed using descriptive statistics (percentage, mean, standard deviation) and a paired sample t-test, while qualitative data were analyzed using Grounded Theory (Strauss & Corbin, 1999).Findings indicated that: 1) participants showed statistically significant improvement in English language proficiency after the training (p = .002), 2) the training program was rated as highly effective (M = 4.80), and 3) the participants viewed the program as successful across six key areas: (1) improved understanding of the CEFR framework, (2) a well-structured training curriculum and manual, (3) enhanced language skills, teaching techniques, and confidence, (4) engaging and practical training activities, (5) knowledgeable and motivational trainers, and (6) an appropriate training schedule. Despite the limited number of participants due to scheduling constraints, the findings from all data sources confirmed the program’s effectiveness and its practical value for English language teachers in BMA schools.
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