Factors Affecting English Proficiency Testing according to CEFR Criteria of Personnel and Students of Northeastern University, Khon Kaen Province

Abstract

The objectives of this research were 1) to study the level of English proficiency testing according to CEFR criteria, 2) to study the factors affecting English proficiency testing according to CEFR criteria and 3) to present guidelines for solving the problem of English proficiency testing according to CEFR criteria of personnel and students of Northeastern University, Khon Kaen province. This research was a mixed method research. The sample group consisted of 95 personnel and students and interviewing 10 personnel and students. Quantitative data were analyzed using descriptive statistics and multiple regression analysis. Data from in-depth interviews were analyzed using content analysis method. The research results were found that: 1) The level of English proficiency testing according to CEFR criteria of personnel and students of Northeastern University, Khon Kaen province, in overall, was found at a moderate level ( =3.-13, S.D.=0.33), ranked from the highest aspect to the lowest aspect, was as follows: English basicness (  =3.29,S.D.=0.45), English usage habits (  =3.05, S.D.=0.55) and attitude towards learning English ( =2.85, S.D.=0.79) respectively. 2) Factors affecting English proficiency testing according CEFR criteria of personnel and students of Northeastern University, Khon Kaen province, in all aspects, were found that the comprehension X₃ and fluency X₂ with predictor coefficients in raw scores (b) were = .676 and .174, respectively. 3) The guidelines for solving problems in English proficiency testing according to CEFR criteria of personnel and students of Northeastern University, Khon Kaen province, were found as follows: Techniques should be created for creating a foundation for learning from surrounding media using media, movies, music and information to help practice listening skills, practice should be done continuously, English pronunciation should be done by singing or using an application to help develop and being able to set the time for learning language as well as reading short stories in English according to language levels that would make both fun and effective knowledge of English, there should be English conversation practice or having an opportunity to speak with foreigners, having fun in learning language or seeing problems in using language and improving the mistakes that would promote learning effective and resulted in feeling that English was useful, important, necessary and worthy for learning and creating preference for English focusing on importance and necessity of English used for appropriate communication and encouraging to seek reasons for answering questions correctly.