A STUDY OF PROBLEMS, NEEDS, AND GUIDELINES FOR DEVELOPING ENGLISH WRITING SKILLS OF PRE-SERVICE TEACHERS BASED ON CEFR STANDARDS
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Abstract
This study aimed to (1) investigate the problems and needs in developing English writing skills based on the Common European Framework of Reference for Languages (CEFR) among pre-service teachers, and (2) propose guidelines for developing an instructional model to enhance English writing skills in accordance with the CEFR for pre-service teachers. The population comprised of 227 third-year students enrolled in the academic year 2024 at the College of Teacher Education, Phranakhon Rajabhat University, from 12 sections. The research instruments consisted of a questionnaire on problems and needs regarding English writing skills based on the CEFR and a semi-structured interview. The quantitative data were analyzed using mean and standard deviation, while the qualitative data were analyzed through content analysis.
The findings revealed that:
1) Pre-service teachers encountered problems in English writing according to the CEFR framework. Their overall English writing ability was at a moderate level ( = 2.60), while their overall need for developing writing skills was at a high level (
= 3.51).
2) Guidelines for developing an instructional model to enhance English writing skills based on the CEFR for pre-service teachers consisted of four directions: (1) integrating the CEFR writing at the B1 level into learning activities and assessment, (2) applying the Teaching and Learning Cycle (TLC) in instructional model design, (3) incorporating the TPACK framework into the instructional model, and (4) employing various applications as technological tools to support and facilitate learning.
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References
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