Towards the CEFR Action-Oriented Approach: Factors Influencing its Achievement in Thai EFL Classrooms

The Common European Framework of Reference (CEFR) has been globally accepted as a framework for language teaching, learning, and assessment. Thailand also adopted the CEFR in 2014 to escalate its English education quality all levels, placing an emphasis on action-oriented approach nationwide. Few studies have explored factors influencing successful implementation. As such, current study, framed social constructivist case study methodology, used in-depth interview with four in-service teachers from different regions investigate contributing achievement Thai EFL context. thematic analysis revealed thirteen potential that believed affected implementation CEFR, categorised into three levels – policy, administration, instruction-oriented. pedagogical policy implications were further discussed generalised other similar contexts. Keywords: Action-oriented approach; Teachers; Thailand; teaching practice