Students’ Perspectives towards NSTRU Policy on English Proficiency Development Project Aligned with CEFR
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Abstract
In 2016, the Ministry of Education upgraded a language education policy to develop English language skills for Thai students corresponding with 21st century skills and aligning with the Common European Framework of Reference (CEFR). This study investigates students’perceptions and opinions about the importance and accessibility of the NSTRU Language Education Policy in improving students’English proficiency. The sample consisted of 225 first to third year university students. A questionnaire and interviews were employed for the collection of data. Microsoft Excel was utilized to analyze quantitative data whilst the qualitative data were analyzed using content analysis. The results indicated that students possessed a profound understanding of the NSTRU Language Policy and a clear understanding of the CEFR levels as they corresponded with their English proficiency. The data further suggested that students perceived the application of the policy was at a high level and that the student received a substantial benefit from the training project because the contents were directly aligned with the students’ expectations and needs. The students also perceived CEFR as a tool to measure English proficiency. In regard to the accessibility of the policy implementation, faculties, programs and class advisors, the students perceived these as a means and resources for providing information. Consequently, the students revealed a positive attitude towards the policy implementation. These findings can be used as a database for policy implementation and to design new projects for English language development at the tertiary level nationwide.
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