ASEAN Journal of Education

Enhancing English Teachers’ Proficiency and CEFR Competence through the CEFR-TBET Program: A Case Study of BMA Primary School

Sudarat Jatepanjapak — 2026-03-04

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.

The Impact of Nonlinear Learning on Cognitive Load in Student Rock Climbers: A Comparison of Theoretical and Practical Tasks

HaoHua Dong — 2026-03-12

This study investigated the comparative effects of nonlinear and linear pedagogical approaches on theoretical knowledge acquisition and practical sport climbing performance. A total of 157 university students were randomly assigned to either a nonlinear or linear learning condition. Theoretical knowledge was measured using a standardized test, practical skills were evaluated through International Federation of Sport Climbing (IFSC) competition scoring, and cognitive load was assessed using the Cognitive Load Scale. Results from a one-way analysis of variance (ANOVA) indicated that participants in the nonlinear learning environment achieved significantly higher theoretical knowledge, F(1, 198) = 26.43, p < .01, and demonstrated improved practical climbing performance, F(1, 198) = 9.30, p < .01. Correlation analyses revealed positive associations between nonlinear environments and germane load for theoretical tasks (r = .179, p = .0028) and practical tasks (r = .358, p < .01). A negative correlation between knowledge application and learning environment (r = -.206, p = .001) suggested that nonlinear learning more effectively supports higher-order application skills. Nonlinear environments were also linked to increased germane load (r = .179, p = .0028) and reduced extraneous load (r = -.182, p = .001). Overall, findings indicate that nonlinear learning enhances both theoretical and practical outcomes through greater cognitive engagement and personalization. Educators are encouraged to integrate nonlinear elements into instructional design, and future research should examine these impacts longitudinally across diverse subjects.

Encouraging Transformative Learning for Community-based Product Enhancement toward International Food Standards under the Safe Food City Policy

Chanasuek Nichanong — 2026-03-16

Global consumer trends increasingly emphasize food safety and sustainable agricultural production standards, prompting Thailand to accelerate the development of its agricultural sector—particularly in regions with strong potential and distinctive identity. Suphan Buri Province exemplifies such a region, with robust agricultural foundations and readiness to strengthen collaborative networks that elevate products to international standards.
This study aimed to develop a Quadruple Helix collaboration framework involving communities, government agencies, private enterprises, and higher education institutions. The objective was to foster sustainable community learning, enhance production and processing systems in alignment with food safety policies, and upgrade community food products to meet international standards for modern trade channels.
The research employed purposive sampling of nine agricultural groups, communities, and enterprises in Suphan Buri; 400 consumers who purchased safe agricultural products through modern trade channels in the province; and 50 government officials from relevant agencies. Data were collected through surveys, in-depth interviews, and focus group discussions, and analyzed using descriptive statistics and content analysis.
Findings revealed that the Quadruple Helix collaboration fostered supportive systems for food safety standards and marketing, enabling community products to comply with the Food and Drug Administration (FDA), Good Manufacturing Practices (GMP), and Hazard Analysis and Critical Control Point (HACCP) requirements. The upgraded products gained access to modern trade channels, increased their value, and generated economic opportunities for local communities. Furthermore, the continuous community learning process played a vital role in raising awareness, facilitating knowledge exchange, and strengthening cross-sector collaboration, thereby advancing Suphan Buri toward becoming an effective and sustainable Safe Food City.

Needs Analysis for English Curriculum in Secondary School in Thailand: Learners’ Perspectives

Auakan Upattising — 2026-04-03

Despite the recognition of English as a vital language within the ASEAN community and academic contexts, English language instruction in Thailand remains largely ineffective. The curriculum is frequently shaped by the preferences of teachers or administrators rather than the actual needs of students. Although student input is essential for developing a learner-centered curriculum, few studies have examined the needs of secondary school students. This study addresses this gap by conducting a needs analysis of English curriculum from learners’ perspectives. Data were collected from 159 secondary students, comprising 83 lower secondary (LS) and 76 upper secondary (US) students. A questionnaire was employed to assess their attitudes toward English, preferred learning environments, and the specific skills they aimed to improve. Descriptive and inferential statistical methods were used to analyze differences between the two groups. The findings revealed that both groups strongly acknowledged the importance of learning English. The LS group prioritized communication with foreigners (71.10%), whereas the US group emphasized exam preparation (71.05%). Both cohorts expressed a strong need to improve speaking and listening skills. In terms of learning environment preferences, more than half of the students in both groups favored small group activities, incorporating games and various forms of interactive instruction. Significant differences emerged in exam-oriented topics: the US group showed a stronger preference for improving reading and writing skills for academic purposes. Additionally, both groups supported the use of both Thai and English in the classroom to facilitate comprehension and engagement. Open-ended responses underscored concerns regarding textbook quality, a desire for increased pronunciation practice, and an awareness of diverse English varieties. These findings suggest that the curriculum should be restructured to prioritize practical communication skills and address the distinct needs of both student groups.