The Process in Developing Nakhon Si Thammarat Rajabhat University Students' English Language Skills Aligned with CEFR

Abstract

     This research adopted the concept of ‘Routine to Research’ as a means to achieve the purpose of analyzing and explaining the particular process in which Language Center (LC), Nakhon Si Thammarat Rajabhat University (NSTRU), had carried out to improve NSTRU students’ English proficiency aligned with the Common European Framework of Reference (CEFR). To be specific, CEFR had been applied into NSTRU’s general English curriculum as parts of course descriptions and also played its role as a guidance in managing teaching and learning both inside and outside the classroom where LC extracurricular activities tailored through ESP approach to develop students’ specific English skills were available for students to enroll. In this research, the number of participants who had undergone the whole target process was 5,780 students, 25 English teachers, and 13 academic officers. The research instruments were: Observation sheets official documents, journaling, and standardized tests. The qualitative data were analyzed using content analysis while the students' English proficiency was measured by standardized tests. From the result, it revealed a practical process with distinctive attributes, due to the context, which granted it the name “NSTRU CEFR Model”. Despite NSTRU being abbreviated from the university’s name, each alphabet was redesigned purposefully for it to stand for something else as follows: The N represents the process of implementing language policies to practice, S stands for creating systems, indicators, and measures, T refers to taking on-going actions to improve teaching and learning English, R refers to how LC renders extracurricular activities, and lastly U is for undertaking English Proficiency test and evaluation. This process is deemed to be beneficial in determining the direction and steps for implementing the policy systematically and concretely, as well as improving the ability of students and academic officers in terms of planning and setting training courses, including teachers and administrators in planning and setting language policy by using the research process as a guideline for operations at the same time.