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

Sudarat Jatepanjapak, Wilasinee Ploylearmsaeng, Sutsawad Jandum — Wed, 04 Mar 2026 00:00:00 +0700

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, LeeHsing Lu — Thu, 12 Mar 2026 00:00:00 +0700

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.

ASEAN Journal of Education

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

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