Development of Training Curriculum on Using English for Pre-service Teachers Aligned with the Common European Framework of Reference for Languages (CEFR)

Abstract

Background and Aims: This research aims to enhance effectiveness in teaching and learning English. This research aimed to 1) study the basic information and training needs, 2) develop a training curriculum, 3) implement the training curriculum, and 4) evaluate the effectiveness of the English language training program for teacher students, aligned with The Common European Framework of Reference for Languages (CEFR). The research was conducted in four phases: 1) studying the basic information and training needs, 2) developing the training curriculum, 3) implementing the training curriculum, and 4) evaluating the effectiveness of the English language training program for teacher students according to The Common European Framework of Reference for Languages (CEFR).

Methodology: The population consisted of 120 third and fourth-year English major students from the Faculty of Education, Rajabhat Maha Sarakham University. The sample used for studying the basic information and training needs in the first phase included 92 third and fourth-year students. The target group for the focus group discussions consisted of 9 English Lecturers, while the sample for the interviews included 20 third and fourth-year English major students from the Faculty of Education, selected through purposive sampling. The second phase's informants were 7 experts and professionals. The target group for implementing and evaluating the training program consisted of 30 English major students from the Faculty of Education, at Rajabhat Maha Sarakham University, and 7 experts, selected through purposive sampling. Research tools included questionnaires, interviews, the training curriculum, tests, satisfaction surveys, and an efficiency evaluation form for the curriculum. Statistical analysis methods included percentage, mean, standard deviation, t-test (dependent), and One Sample test.

Results: (1) The condition and demand for English language development according to the European Union's language framework were at a moderate level, while the demand for developing English language skills among teacher students was at the highest level. (2) The developed training curriculum consisted of 7 components: 1) background and importance of the problem, 2) curriculum principles, 3) objectives, 4) content, 5) training activities, 6) training media, and 7) evaluation and assessment. The overall appropriateness of the curriculum was rated at the highest level. (3) The implementation of the developed training curriculum showed that students' test scores significantly improved after training at the .01 level, and teacher students who completed the training could pass the RMU_UET exam by the International Relations and Educational Management Office of Rajabhat Mahasarakham University, with 73% passing. Overall satisfaction with the training activities was rated at the highest level. (4) The assessment results of the training curriculum's development included the context, input, process, and product evaluations, with an overall high rating. Evaluation by individual aspects revealed high ratings in all aspects.

Conclusion: In summary, the research findings demonstrate that the developed training curriculum for enhancing English proficiency among students and pre-service teachers based on the Common European Framework of Reference for Languages (CEFR) is effective and enables using the curriculum effectively.