English CEFR proficiency with autonomous online learning among Thai tertiary learners in a provincial public university
(in progress)
DOI:
https://doi.org/10.62819/jel.2025.694Keywords:
English proficiency, autonomous learning, CEFR, online platforms, Thai tertiary learnerAbstract
In the digital age, integrating autonomous learning with online English platforms presents significant opportunities for Thai learners in provincial areas. This approach empowers individuals to enhance English proficiency and achieve higher CEFR levels, aligning with Thai education policy goals using English level criteria of Common European Framework of Reference (CEFR). This study aimed to 1) compare the CEFR levels of tertiary learners engaged in online autonomous English learning, and 2) investigate learners’ autonomous English learning strategies that contribute to enhancing CEFR levels. A stratified random sample of 129 Thai tertiary learners participated in an online English development program designed to enhance CEFR levels. This explanatory sequential mixed-methods study collected data through pre-tests and post-tests via the Speexx online platform, along with a validated questionnaire demonstrating strong internal consistency. Data analysis included descriptive statistics and thematic analysis. The results showed that 45.75% of participants improved CEFR levels, 51.94% maintained the same level, and 2.33% experienced a decline. Most learners followed a similar pattern of autonomous English learning, including assessing deficiencies, setting personalized learning plans and goals, selecting appropriate online English learning platforms, troubleshooting challenges, and monitoring and evaluating progress. In conclusion, online autonomous learning strategies can effectively enhance learners’ English proficiency beyond traditional classrooms. Further research was recommended to explore additional factors influencing learner success.
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