Thai Cefr

LEARN Journal, Volume 10, Issue 2, 2017
A Framework of Reference for English Language Education in Thailand

(FRELE-TH) ― based on the CEFR, The Thai experience
Kulaporn Hiranburana
Chulalongkorn University Language Institute, Bangkok, 10330, Thailand
[email protected]
Pramarn Subphadoongchone
[email protected]
Supong Tangkiengsirisin
Language Institute, Thammasat University, Bangkok, 10200, Thailand
[email protected]
Supakorn Phoochaeoensil
[email protected]
Jaroon Gainey
[email protected]
Juthamas Thogsngsri
[email protected]
Piyaboot Sumonsriworakun
[email protected]
Monnipha Somphong
[email protected]
Pattama Sappapan
[email protected]
Pimsiri Taylor
[email protected]
Abstract
This paper discusses the development of the ten-level framework of English for Thailand
based on the Common European Framework of References for Languages (CEFR). This
includes the steps involved, namely, the rationale, the drawing of the descriptors and their
components, the focus group meetings with the stakeholders and the expert verification, the
public hearing and the endorsement of the responsible institution. The discussion also focuses
on the use of the framework for the English proficiency standards of academics and
professionals for Thailand.
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Introduction/Rationale
English is playing an increasingly important role in the international communication of
people from all walks of life. With the ASEAN Economic Community Integration, it has
become the lingua franca and is one of the two working languages in the ASEAN Economic
Community (AEC). English has also become the key to success not only in education but for
job applications and work promotion. According to Pitsuwan (2014), however, the majority
of ASEAN people do not have proficiency in English. More importantly, despite a number of
years Thai students spend on English learning in formal education, they are not able to use
English in communication. They can guess the meaning of unknown words using the context
clues but rarely use compensation strategies such as gestures when they cannot think of a
word during a conversation in English (Pawapatcharaudom, 2007). Thai learners’
performance in English is not satisfactory (Prappal, 2003). This low proficiency of Thai users
and learners of English has been reviewed in the EF Proficiency Index (2015) in which
Thailand ranked 62 out of 70 countries (EPI score of 45.35).
So far, to solve the problem of Thai learners’ low ability in English, attempts at English
reforms in Thailand have been evident starting from the National Education Act (1999).
According to the National Education Act of 1999, English is not compulsory but it is one of
the foreign languages required to be taught at secondary level as it is a required subject in the
National University Entrance Examination. The importance of English has become more
obvious with the major reform in the Basic Education Core Curriculum 2008 with regard to
English as a compulsory subject at the primary school level (Grades 1–6). This is, of course,
to meet the goals of the Eleventh National Economic and Social Development Plan (2012–
2016) emphasizing the human resource development in all age groups by equipping learners
with language proficiency of both Thai and English, developing skills for life-long learning,
raising their moral and ethical principles, and recognizing rapid changes at national and
international levels in terms of economic and socio-cultural impacts, especially for and from
the integration of ASEAN community in 2015. This requires the national unity, learning
standards and goals aimed to enable the children and youth to acquire knowledge and skills,
favorable attitudes, and morality to serve as a foundation for ‘Thai-ness’ and universal values
(UNESCO, 2011).
Regarding raising learning standards and goals in English, Thai institutions have developed
their own standards of evaluation, and assessment such as the Chulalongkorn University Test
of English Proficiency (CU-TEP) and the Thammasat University General English Test (TU-
GET), mostly benchmarked with one of the international standards. There is rarely
continuation of the standards at the national levels. Learners’ and users’ abilities in English,
therefore, are gauged by a variety of standards and criteria. To illustrate, the English
Language Development Centre (2005) measured the English ability of a number of
professionals using four standards such as understanding and interpreting spoken and written
language on a work topic.
Recently, the Ministry of Education has announced the use of the Common European
Framework of Reference for Languages (CEFR) as the standards to be adopted at all levels of
education. Teachers and students have found that their English proficiency levels are too low
to achieve the required standards. Concurrently, some countries including Switzerland and
Japan have found adaptations of the CEFR, such as the CEFR-J, which is the adaptation of
the CEFR for the specific teaching context of Japan, more relevant and workable. However,
there is as yet no such attempt in Thailand.
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With a purpose to enhance learners’ English abilities to cope and perform effectively in the
changing context, this study on the Framework of Reference for English Language Education
in Thailand (FRELE-TH) ― based on the CEFR, which was funded by the Thailand
Professional Qualifications Institute (TPQI), recognized a need to develop a framework of
reference for the English language based on a common framework of reference for languages
which is used internationally. The derived framework would be used to describe the levels of
English proficiency of typical Thai learners or users in communicating in English in
Thailand’s local and international context. This study would suggest the levels of English
proficiency that Thai learners or users with certain academic qualifications or with specific
professional qualifications should be able to reach in order to fulfill the relevant qualification
requirements.
The framework can be used as a reference to the English standards recommended for the
qualifications necessary for academic reference and also for job recruitment and job
promotion. The framework and the proposed standards can act as motivators for the personal
development of skills in language and interaction with others; that is, individuals can use the
framework and the standards to set their goals for personal development in English.
Research Questions
Question1: Among the common frameworks of language use currently available
internationally, which framework of English reference should be appropriate to the Thai
context and what constitutes its components?
Question 2: Can the derived framework of reference of English language be used to gauge
the English abilities of Thai learners and users of English in the academic and professional
context?
Literature Review
This part explores studies and research related to proficiency standards and language
framework of reference and their implications.
Attempts to establish a language framework of reference and proficiency standards are well
recognized in two contexts: The Common Core State Standards Initiative and the Common
European Framework of References for Languages.
The Common Core Standards Initiative (2010) is an educational initiative in the United
States that details what K-1 to K-12 students should know in English language
arts and mathematics at the end of each grade. The initiative is sponsored by the National
Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) and
seeks to establish consistent educational standards across the states as well as ensure that
students graduating from high school are prepared to enter credit-bearing courses at two- or
four-year college programs or to enter the workforce.
In fact, state educational standards have been around since the early 1990s. By the early
2000s every state had developed and adopted its own learning standards which specify what
students should be able to do in each grade. It also had its own definition of proficiency,
which is the level at which a student is determined to be educated sufficiently at each grade
level and upon graduation. The result is, of course, the lack of standardization, an uneven
patchwork of academic standards that vary from state to state and do not agree on what
students should know or be able to do at each grade level. This is one reason why states
needed to develop the Common Core Standards in 2009 so that they can ensure all students,
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regardless of where they live, are graduating high school with the skills and knowledge
necessary to succeed in college, career, and life.
Nowadays, the District of Columbia, four territories and the Department of Defense
Education Activity and forty two states including California, particularly English-Language
Development Standards for California Public schools, have adopted the Common Core and
are implementing the standards and developing assessment.
The Common European Framework of Reference for Languages (CEFR): English
Proficiency Competence analysis/descriptor
Although the Common Core standards focus on proficiency levels which specify the skills,
knowledge and understanding required for students to have for each grade, they are not aimed
to enhance communication which is so important in using the language especially in the
international context of the community with a variety of languages and cultures with different
educational systems.
In the member countries of the Council of Europe, an attempt to go beyond the border in
terms of communication urged a need to develop a language framework of reference, so
called the Common European Framework of Reference (Council of Europe, 2001), so that
people from different educational and cultural systems can communicate effectively and to
raise the quality of communication of Europeans who have different language and cultural
background (Council of Europe, 2001, p. xi) in order to promote freer mobility and more
direct contact, resulting in better understanding and closer co-operation. This framework
presents the description of language use by adopting the action-oriented approach, breaking
down language competence into three components: communicative activities, communication
strategies, and communicative grammar competences. Communicative activities, covering
can-do statements, describe what users and learners of language need to do with the language
or the activities they need to do with the language for communication. Communication
strategies refer to strategies used by users and learners in performing communicative
activities and they are considered as a hinge (Council of Europe, 2001, p. 25) between the
activities and the users and learners’ resources or communicative language competences they
build up in the course of their experience of their language use and which enable them to
carry out communicative activities and tasks in the various contexts of social life across
language and cultural boundaries. These components introduced with suggestive examples of
each category and sub-category are not in contextual sentences. The description of levels of
proficiency is presented in scales with their illustrative descriptors of those components
proposed which were based on the judgment of a number of public examining bodies,
including teachers from a variety of educational sectors with very different profiles in terms
of linguistic training and teaching experience. The set of these common reference levels, six
levels, include C1, C2, B1, B2, A1 and A2. Levels C1 and C2 refer to proficient users; Levels
B1 and B2 refer independent users; Levels A1 and A2 refer to basic users. The scale of
overall descriptors, so called a global scale, summarizes the set of proposed Common
Reference Levels in single holistic paragraphs for easier and better communication of the
framework to non-expert users such as school teachers and educators. This framework is
provided as a guide for those responsible for language learning to use it to suit the needs,
motivations, characteristics and the resources of the learners and the users.
Further Development of CEFR
The Council of Europe also encourages users of the framework to adopt or adapt the scaling
system and associated descriptors with examples to make it appropriate to the needs,
characteristics, and local context of particular learners or groups of learners to make the
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framework more comprehensible and more practical as explicitly stated (Council of Europe,
2001, p. 30) as follows:
You may well wish to keep some, reject others and add some of your own...the
taxonomic scheme presented… of the framework is not seen as a closed system, but
one which is open to further development in the light of experience,
Further studies and implementations of the CEFR (Alanen, Huhta & Tarnanen, 2010;
Salmoura & Saville, 2010; Saville & Hawkey, 2010) are continuing. One of them is the
EAQUALS banks of descriptors for can-do statements project (North, 2008) have been
developed and examples of the exponents of the CEFR components are provided for the
purpose of designing course teaching materials in English.
The Swiss Research Project

One of the developments worth citing is the Swiss Research Project 1993-6 (Council of
Europe, 2001, p. 31-32; Goullier, 2006/2007; 2007) which introduced Pre A with the other
nine levels, A1, A2, A2+, B1, B1+, B2, B2+, C1, C1 and C2 and later with ten levels
including A1+ in the European Association for Quality Language Services or EQUALS
(North, 2007). The plus levels were presented with the descriptors which “have been found
transparent, useful and relevant”. The framework has steps between the criterion levels A1
and A2 (A1+), between A2 and B1 (A2+), and between B2 and C1 (B2+). The scale with the
plus level is presented in the illustrative descriptors with a horizontal line to distinguish the
plus levels from the criterion levels.
... These “plus levels” were characterised by a stronger performance in relation to the
same features found at the criterion level, plus hints of features that become salient at
the next level. The “plus level” concept can be very useful in relation to school
assessment because narrower levels allow learners to see more progress.
Where this is the case, descriptors below the thin line represent the criterion level concerned.
Descriptors placed above the line define a level of proficiency which is significantly higher
than that represented by the criterion level, but does not achieve the standard for the following
level…
(Council of Europe, 2001, p.36)
The plus level concept can be very useful for school assessment allowing learners to see more
progress. Also learners can have more confidence when they realize what they have achieved
and what is left to try to achieve.
CEFR-J
The CEFR has been widely used and adopted in many countries. Japan, for example, has
adapted the CEFR to the English Language used in the contexts of Japan. The project was
launched to construct CEFR-J and relevant resources, following a sequence of phases:
Preparation-re-examining can-do descriptors, Revision with Teacher survey, and Expert
survey, and Validation with School Piloting. With the can-do descriptors based on the
original action-orientated approach, the framework consists of 12 levels: Pre-A1, A1.1, A1.2,
A1.3, A2.1, A2.2, B1.1, B1.2, B2.1, B2.2, C1, C2. The development of the CEFR-J focuses
on the characteristics of ‘can do’ descriptors, and how the original ‘can do’ descriptors were
created and validated through a series of empirical studies. Three additional resources
accompanying the CEFR-J are also described; the CEFR-J Wordlist, the CEFR ELP
Descriptor Database, and the CEFR-J Inventory of English (Tono &Negishi, 2012).
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CEFR-V
The CEFR in Vietnam was initially used by the Ministry of Education and Training. It has
launched a 12-year project in which teachers’ English abilities were assessed using the
CEFR. It reveals that 83 % of teachers at the primary level, 7% of teachers at the secondary
level, and 92 % of teachers at the upper secondary level still do not have English ability up to
the required standards. Also, 45% of the university English Instructors had their English
below the requirement. Recently, some attempts to develop the CEFR-V appropriate to local
and cultural context were made with the purpose to improve the English abilities of the
Vietnamese (Hung, 2013)
Word Family Framework
As part of the Communicative language competence, vocabulary plays an important role in
the overall abilities of learners and users. The CEFR, however, incorporates only several
descriptors related to vocabulary range and control, describing learners’ vocabulary repertoire
at each level of the CEFR in the illustrative scales with no vocabulary examples or lists.
Actually, vocabulary lists and examples are crucial for pedagogical purposes according to
Trim & others (1980). They incorporated lists of themes (topics) and specific notions in the
six levels in the series on the specifications for the Council of Europe earning program, one
of which is Van Ek and Trim (1998). With the recognition of vocabulary importance, West
(2015) introduced the word family framework (WFF) consisting of a database of over 26,000
vocabulary items in which a series of more than 6,600 word families are derived and arranged
alphabetically to show how related words can be seen together and how these family
members are aligned to the CEFR levels. Each entry of the WFF consists of a headword or
root word, derivatives formed by a prefix or a suffix, compounds, phases and idioms and
collocations (West, 2015, p. 61).
Considering the purpose, the learning context and the developments of the two Frameworks:
The Common Core Standards Initiative and the Common European Framework of Reference
for Languages, the latter should be a more appropriate framework to base the framework of
reference for the English language for Thailand as it should be established for enhancing Thai
people’s ability in using language for communication. Moreover, the framework has analyzed
the language use in the three components: communicative activities with can-do statements,
communication strategies, and communicative language competence necessary for
communications with the six levels with transparent and relevant descriptors. More
interestingly, the framework has been enriched by the Word Family List which can be useful
for the teaching, learning and assessment in the Thai Context. More importantly, the
framework has been adopted in many countries and further adapted to be used in certain
countries in Europe and Asia.
Some Criticisms of the CEFR Descriptors
Despite the widespread adoption and adaption of the CEFR in many parts of the world, the
framework was described as limited as a learner’s model because the descriptors were
“scaled teacher perceptions of the second language proficiency of learners” (North, 2010),
not empirically supported by large-scale longitudinal studies of the actual process of second
language acquisition. Also, the CEFR was developed for foreign language learning for adults,
that is, learner-users as temporary visitors to other countries rather than those in long-term
residence (North, 2010). Thus, it may not be appropriate for school setting. Some studies in
English language acquisition including the English Profile Programme (Salamoura & Saville,
2011; Hawkins & Filipović, 2012) and the Second Language Acquisition and Testing in
Europe (SLATE) projects (Alanen, Huhta, & Tarnanen, (2010), however, have tended to
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support the perspective of developing proficiency presented in the CEFR illustrative

descriptors except for the linguistic accuracy and sociolinguistic appropriateness.
Regarding the use of the CEFR in the language curriculum, it has been suggested that the
framework is powerful in giving the can-do statements of what is needed for language
learners to do in the actual context of use. It has been recommended that the framework with
the illustrative descriptors should be developed to suit specific contexts as Fulcher (2004) put
forward as follows:
..The focus is on the way the CEFR should be used, if it is used. Even there the focus is on
the descriptive scheme and on principles of best practice – not the levels, and certainly not on
six rigid levels…
From this perspective, this study has explored how the CEFR descriptors can be best adapted
to develop the Framework of Reference for English Language Education in Thailand
(FRELE-TH).
Research Method
The study employed a qualitative/descriptive research method, based on the analysis and
adaptation of the CEFR using the expert opinion approach and the stakeholders’ engagement
approach. These approaches were employed in establishing the CEFR as mentioned “the six-
level frame used is based on the normal practice of a number of public examining bodies and
the descriptors are based on those which have been found transparent, useful and relevant by
groups of non-native and native-speaker teachers from a variety of educational sectors with
very different profiles in terms of linguistic training and teaching experience. Teachers
appear to understand the descriptors in the set, which has been refined in workshops with
them (CEFR, 2001, p.30).
Figure 1. Research procedure
Research procedure
Focus
Analysis/ Derived groups: Revised Public
Adaptation FELR- Academics FELR- Hearing FELR-
of CEFR TH n = 112 and TH n=150 TH
Professional
n=100
Suggested
English Suggested
Standard English
levels for Standard
Academics levels for
and Academics
Professiona and
ls Professiona
ls
This study employed the procedure shown in Figure 1.

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The First step: The analysis and adaptation of the CEFR and related literature
Based on the judgment of the Working Team, a group of experts in ELT from the different
educational sectors, the CEFR was analyzed and adapted in relation to the use of English in
the Thai context of local and international communication. Related literature includes the
Swiss Project (Council of Europe, 2001; Goullier, 2006/2007; 2007)), EAQUALS projects
(North, 2007, 2008) are also reviewed.
Study and analysis of the CEFR with the 6 levels covering the descriptors of the Global scale
and illustrative scales reveal the following:
 Some of the descriptors of the six levels are too high and difficult for Thai
learners/users of English to achieve. Also, some of the descriptors for the proficient
users are not spelled out explicitly. Therefore, the CEFR with the plus levels are
relevant to the Thai context of English use.
 English use in the descriptors is mostly common but just some of the descriptors are
difficult for Thai readers/audience to understand due to some technical terms,
complex structures, and difficult expressions with not many concrete examples.
 Some descriptors contain sensitive issues such as native/non-native English speakers.
The second Step: How to derive the FRELE-TH

The CEFR with the 6 levels, according to expert opinion, is too far-reaching for Thai learners
to achieve, hence leading to the development of the ten-level reference framework. By
dividing "A"(Basic levels) and "B" (Independent levels) based on "plus levels" from the
Swiss Project and the EAQUALS, the 10 levels of the framework were developed in the
illustrative scales and in the Global scale. The "C" (Proficient levels) was kept intact as not
many Thai learners and users can reach these levels. To make the framework
compatible/equivalent to the CEFR, the same salient features and the criterion features -those
above and below the horizontal line in illustrative scales were maintained. Then the
descriptors of the ten levels for all the three components: Communicative activities or can-do
statement, Communication strategies and Communicative language competence were
developed based on the CEFR original descriptors. Also some of the descriptors of the
derived framework especially in the plus levels were adapted from the EAQUALS Bank of
descriptors as they are more appropriate in the Thai context. More importantly, the salient
and the criterion features of the descriptors of the CEFR were maintained.
Also, the exponents and examples from the EAQUALS project were added based on the fact
that they are relevant in the Thai context. Most of the descriptors were kept. Some with
difficult expressions and complicated structure, however, were adapted to be more
comprehensible to Thai audiences by paraphrasing. Especially, most of the descriptors for the
proficient users were made explicitly. Some sensitive issues such as native speakers and non-
native speakers of English were avoided. Moreover, relevant issues or topics to the Thai
context were selected and updated. Some examples include watching media, social media
networking in the exponents and topics of Level 4. Also, it should be noted that a list of
micro-skills for each level was included to make the framework more useful to Thai teachers
and learners.
What is also relevant is the adaptation of the Word Family Framework. Served as a
supplement to this 10-level reference framework, the word families on the original list were
investigated and assigned to fit in the vocabulary range of the new 10-level derived
framework. As a matter of fact, most of the word families were kept as they are in the same
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level but to distinguish the ones with more difficulty and more technical nature in the plus
levels. Only in the case that the words and the word families are more common in the Thai
context such as “pineapple’ and “ant”, they were assigned to a lower level as level 2 instead
of levels 7 or 8 in the original word family framework.
The Third Stage: Stakeholder Opinion
The third stage involved the Stakeholder Focus Groups from the academics and the
professionals. Each group consists of about one hundred participants from different sectors in
the field to refine the derived framework with the descriptors. In the academic groups, the
educational organizations at the three levels: primary, secondary, and tertiary were
approached to send their representatives (N=112) to participate in the academic focus group
interview. The professional groups were randomly selected from the telephone directory of
the professional councils and the association of professions in Thailand, and they were
approached to nominate their representatives (N=100) to participate in the professional focus
group interview. The participants in the focus group were given a separate evaluation
checklist for each group based on the ten-level FRELE-TH (See Appendices 1 and 2.) of the
descriptors for each level for the whole set of the levels to gauge the abilities of learners and
users of English in their respected fields. In their group, the participants were interviewed to
give justification and clarification for their judgment and suggested standard levels of English
for their fields. They were also asked to give feedback to refine the derived framework.
Then, the revision of the Framework was conducted after the two focus group workshops.
The Public Hearing Stage
Finally, the Public Hearing of the draft framework where one hundred and fifty participants
from all of the sectors over the country were invited to attend. The sessions included the
introduction and background of the development of the derived framework of reference for
the English Language for Thailand and the description of the framework with its components,
that is, the global scale of the overall descriptors and also the results of the two focus group
workshops in relation to the suggested levels of English standard for the relevant academic
and the professionals. The participants were asked to give their feedback on the draft
framework.
The revision of the Framework was eventually carried out with the approval of the Steering
Committee which consists of members who are experts from different fields of education at
different levels. Also, they acknowledged the suggested standard levels of English for the
academic and the professionals.
Results and Discussion
This part provides the results which answer the two research questions with the discussion.
Question 1: Among the common frameworks of language use currently available
internationally, which framework of English reference should be appropriate to the Thai
context and what constitutes its components?
The study is based on the CEFR. The development of the ten-level reference framework
which maintains the salient and the criterion features of all of overall CEFR descriptors and
includes more exponents from the EAQALS, the Threshold Level, the Core Inventory of
General English, and the Word Family Framework. Figure 2 presents the structure of and
components of the FRELE-TH. Figure 3 shows the equivalency of the CEFR and FRELE-
TH. Figure 4 illustrates a sample of the overall descriptors reviewed and improved to make
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them more comprehensible and relevant to the Thai learners and users of English. They,
however, maintain the same salient and criterion features as those of the CEFR.
Figure 2. Structure and components of FRELE-TH
Listening
Reception
Reading
Communicative Speaking
Interaction
activities Writing
Speaking
Production
Writing
Identifying clues and making
Reception
inferences
Turn-taking
Communication Interaction Cooperating
strategies Asking for clarification
Planning
Production Compensating
Monitoring and repair
Vocabulary
Range
General linguistic
Grammatical
Linguistic accuracy
Control Vocabulary
Communicative
language Phonological
competence Orthographical
Sociolinguistic -
Precision
Pragmatic Coherence
Fluency
 Functions
 Discourse Markers
 Topics
 Vocabulary Range
 Grammar
 Micro-skills
 Word Family list
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Structure and components of FRELE-TH

The FRELE-TH offers two scale types to describe English proficiency levels: global scales
and illustrative scales, and their descriptors. It begins with the global scales, in which an
overview of the language proficiency at all levels is presented. This is followed by illustrative
scales, which consist of three aspects represented in separate tables: communicative
activities, communication strategies, and communicative language competence.
Communicative activities or “Can Do” descriptors cover reception, interaction, and
production. Reception involves listening comprehension and reading comprehension.
Interaction involves spoken interaction and written interaction, and production involves
spoken production and written production.
Communication strategies include the strategies that Thai users of English can apply
as they perform communicative activities. These communication strategies include reception
strategies in identifying clues and making inferences; interaction strategies in turn-taking,
cooperating, and asking for clarification; and production strategies in planning,
compensating, and monitoring and repair.
Communicative language competence refers to the knowledge that Thai users of
English need to have in order to perform communicative activities. This involves linguistic
competence, sociolinguistic competence, and pragmatic competence. Linguistic competence
covers “range” (linguistic and vocabulary) and “control” (grammatical accuracy, vocabulary
control, phonological control, and orthographic control). Sociolinguistic competence refers to
the knowledge and skills needed to cope with the social dimension of language use.
Pragmatic competence, on the other hand, is concerned with the language user’s knowledge
of how messages are organized, structured, and arranged. It also focuses on the user’s
knowledge of the functional use of linguistic resources. Pragmatic competence in this
framework includes precision, coherence, and fluency.
The FRELE-TH also offers examples of language functions, discourse makers, topics,
vocabulary range, and grammar and some exponents and micro-skills, all of which are
included in the appendices. A word family list based on the Word Family Framework (West,
2015), classified according to the FRELE-TH 10 levels, is provided in a separate appendix.
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Figure 3. CEFR and FRELE-TH Equivalency Table
CEFR
Standard Level FRELE-TH Level
Proficiency Level
1
A1
2
Basic user
3
A2
4
5
B1
6
Independent user
7
B2
8
C1 9
Proficient user
C2 10
Figure 4. A sample of the FRELE-TH Global scale, Levels 1 and 2 (Salient features are
italicized.)
Level Descriptors
The learner/user
1 - can recognize familiar vocabulary and basic expressions concerning
himself/herself, his/her family, and immediate concrete surroundings.
- can understand and respond to very simple expressions delivered very clearly
and slowly, with some repetition and rephrasing on a predictable topic.
- can provide basic personal information about himself/herself in short, simple
words, phrases, or basic sentences.
- can understand frequently-used routines and patterns spoken or written in simple
words, phrases, short sentences, and instructions about very specific and familiar
situations.
- can use a very basic range of frequently-used words, short phrases, and
expressions on everyday topics to communicate and describe personal
information, colors, simple numbers, simple objects, routine activities, etc.
- has very basic and limited isolated words and uses short phrases concerning
concrete everyday situations.
1 ผู้เรียน/ ผู้ใช้ภาษา
- รู้คำศัพท์ที่พบบ่อยๆ และสำนวนพื้นฐำนเกี่ยวกับตนเอง ครอบครัว และสิ่งต่ำง ๆ รอบตัว
- เข้ำใจและสำมำรถโต้ตอบกับผู้พูด/คู่สนทนำได้ เมื่อคู่สนทนำใช้สำนวนง่ำย ๆ พูดชัดเจน และช้ำๆ และคู่
สนทนำอำจพูดสำนวนนั้น ๆ ซ้ำ(repetition)และพูดซ้ำโดยใช้ถ้อยคำใหม่ (rephrasing)เมื่อพูดเกี่ยวกับหัวข้อ
ที่คำดเดำได้
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Level Descriptors
- สามารถให้ข้อมูลส่วนตัวเบื้องต้นเกี่ยวกับตนเอง โดยใช้คาและวลีทสี่ ั้นและง่าย หรือใช้ประโยคพื้นฐานได้
- เข้าใจคาศัพท์ วลี ประโยคสั้นๆรวมไปถึงคาสั่งที่ใช้บ่อยๆในสถานการณ์ที่คุ้นเคย ไม่ว่าจะเป็นทั้งในการพูดและ
การเขียน
- สามารถใช้คาศัพท์ วลีสั้นๆ และสานวนที่ใช้ในการสื่อสารเรื่องราวในชีวิตประจาวัน เพื่อสื่อสารและบรรยาย
ข้อมูลส่วนบุคคล สี ตัวเลขพื้นฐาน สิ่งของพื้นฐาน กิจวัตรประจาวัน ฯลฯ
- มีคำศัพท์จำกัดซึ่งส่วนใหญ่เป็นคำโดดๆระดับพื้นฐำน และใช้วลีสั้นๆเกี่ยวกับสถำนกำรณ์ในชีวิตประจำวันที่
พบได้ทั่วไป
Level Descriptors
2 The learner/user
- can understand simple spoken English carefully articulated at a very slow speed
with frequent, long pauses.
- can understand very short, simple phrases or sentences in written English.
- can identify familiar or very basic words or phrases in texts.
- can understand and respond to daily routine expressions provided that they are
carefully articulated at a very slow speed.
- can describe people, familiar things, and places using basic verbs and common
adjectives.
- can write mostly very simple isolated words and phrases or sometimes sentences
without connecting ideas using very limited vocabulary.
- can guess the main idea of short spoken and written phrases and sentences on
everyday, familiar topics.
- can use very basic phrases and groups of ready-made expressions to
communicate and describe personal information, routine activities, requests, etc.
- has very limited vocabulary for communicating in routine situations.
2 ผู้เรียน/ ผู้ใช้ภาษา
- เข้าใจภาษาอังกฤษง่าย ๆ ที่เป็นภาษาพูด เมื่อคู่สนทนาออกเสียงช้า ๆ ระมัดระวัง และหยุดชั่วขณะ (pauses)
บ่อยครั้งและเป็นเวลานาน
- เข้าใจวลีหรือประโยคภาษาอังกฤษที่สั้น ๆ ง่าย ๆ ที่เป็นภาษาเขียน
- รู้คาหรือวลีง่าย ๆ หรือพบบ่อยในงานเขียนได้
- เข้ำใจและสำมำรถโต้ตอบกับผู้พูด / คู่สนทนำ โดยใช้สำนวนที่พบซ้ำ ๆ ในชีวิตประจำวัน หำกผู้พูดออกเสียง
สำนวนดังกล่ำวช้ำ ๆ และระมัดระวัง
- สำมำรถบรรยำยเบื้องต้นเกี่ยวกับบุคคล สิ่งของที่พบบ่อย และสถำนที่ต่ำง ๆ โดยใช้คำกริยำพื้นฐำนและ
คำคุณศัพท์ที่พบทั่วไปได้
- สำมำรถเขียนคำและวลีซึ่งส่วนใหญ่เป็นคำและวลีโดดๆ (isolated words and phrases)หรือบำงครั้งเขียน
เป็นประโยคง่ำย ๆ ที่ไม่ได้เชื่อมโยงควำมคิด โดยใช้คำศัพท์ที่มีอยู่จำกัดอย่ำงมำก
- สำมำรถเดำใจควำมสำคัญของวลีหรือประโยคที่ใช้ในกำรพูดและกำรเขียน ซึ่งมีหัวข้อเกี่ยวข้องกับเรื่อง
ประจำวันที่คุ้นเคย
- สำมำรถใช้วลีพื้นฐำน และกลุ่มคำสำนวนที่ตำยตัวเพื่อใช้ในกำรสื่อสำรและบรรยำยข้อมูลส่วนบุคคล กิจวัตร
ประจำวัน กำรขอร้อง ฯลฯ
มีคำศัพท์จำกัดในกำรสื่อสำรในสถำนกำรณ์ที่ทำเป็นกิจวัตร
102
Figure 5. A sample of the FRELE-TH illustrative scales, Speaking (interaction)
OVERALL SPEAKING INFORMATION

LEVEL CONVERSATION DISCUSSION TRANSACTIONS TELEPHONING INTERVIEW
( INTERACTION) EXCHANGE
1 Can understand and Can use basic greeting Can ask for Can use and Can give his/her Can answer very
respond to very simple and leave taking information about understand simple name when basic, familiar
expressions delivered expressions. familiar concrete numbers in prices or answering the questions using
very clearly and slowly objects using telephone numbers in phone. short, simple
with some repetition and Can ask how people everyday isolated words or
very basic
rephrasing on a are doing. conversations. Can understand and phrases.
predictable topic. questions using answer very short
isolated words Can buy things in basic telephone
Can ask and answer
Can understand and and phrases. shops where pointing expressions as well
basic personal
respond to very simple questions about or other gestures can as very simple
direct questions about Can answer short support what is said. questions.
personal details
personal details basic questions
using isolated words
which are
Can understand, follow, or short phrases if
delivered clearly
and respond to very the other person
and slowly using
short, basic, and clear speaks very slowly
some simple
instructions. and clearly.
isolated words
Can understand and and phrases.
repeat very simple
phrases. Can produce short,
simple answers
responding to short
simple questions
based on pictures
telling a short
story.
103

2 Can understand and Can engage in Can ask for and Can ask for the price Can give basic, Can give basic,
respond to daily, routine structured, very give personal of goods or services in prepared personal personal
expressions provided simple, very short information. a shop. information on the information, e.g.
that they are carefully conversations on daily phone. name and job
articulated at a very slow familiar topics with Can talk about during an
speed. considerable help of likes/ dislikes. Can ask people about interview.
the interlocutor time and schedule. Can understand very
repeating, Can tell the time. short, basic phone Can respond to
paraphrasing and messages. very basic, familiar
slowing down the Can give questions using
speech rate. information about very short, simple
numbers e.g. words or phrases.
prices, and
distance.
3 Can engage in Can ask and answer Can express Can describe Can make simple Can tell a short, Can respond to
structured, simple, very simple questions and feelings and simple objects. requests and simple story with some basic,
short respond to simple appreciation in suggestions and basic words and familiar questions
conversations with some statements on very a very simple Can indicate time respond to them. expressions. using common
help of the other familiar topics. way. using basic expressions.
interlocutor . phrases.
Can ask basic,
Can sometimes maintain familiar questions
a very short, informal using common
conversation on familiar expressions.
daily topics with some
help.
Can use basic polite

language for greeting,
expressing thanks, and
apologizing.
104

4 Can deliver simple Can engage in Can express Can maintain daily, Can make basic Can use basic Can ask short,
speech on daily, career- structured, short feelings and informal requests and narrative language simple questions.
related topics using high- conversations with appreciation in conversation on suggestions with help to talk about
frequency lexical items adequate help of the a simple familiar topics with from the interlocutor. everyday activities
and simple phrases and other interlocutor. fashion. some help when and personal
sentences. required. experiences.
Can express opinions

and present plans using
simple explanations.
5 Can exploit a wide range Can start, maintain Can give or Can find out and Can deal with most Can make basic
of simple language for and close simple face- seek personal pass on transactions and telephone
conversations on familiar to-face conversation opinions in an straightforward situations whilst conversations with
topics, express personal on topics that are informal factual travelling, arranging those who he/she is
opinions and exchange familiar or of discussion with information. travel or familiar with.
information on topics personal interest. friends, accommodations.
that are familiar, of agreeing and Can ask for and
personal interest or Can express and disagreeing follow detailed
pertinent to everyday life respond to feelings politely. directions.
(e.g. family, hobbies, and attitudes such as
work, travel, and current surprise, happiness, Can help to
events). sadness, interest, and solve practical
disinterest. problems,
saying what he
or she thinks
and asking
others what
they think.
105

6 Can communicate with Can enter unprepared Can follow the Can exchange, Can manage most Can have prepared Can provide
some confidence on into conversations on discussion check, and confirm situations in person telephone concrete
familiar routine and non- familiar topics. provided that accumulated that are likely to arise conversations information
routine matters related to the interlocutors factual information while requesting dealing with most required in an
his/her interests and Can maintain a avoid very on familiar routine services, arranging transactions likely to interview/
professional field, but conversation as well as idiomatic usage. and non-routine travel and arise while consultation (e.g.
may have some understand and matters within accommodations, or requesting services, describing
difficulty in expressing respond to feelings, Can give and his/her field with dealing with arranging travel and symptoms to a
exactly what he/she impressions, opinions seek personal some confidence. authorities. accommodation, or doctor) but does so
would like to and expectations on opinions in dealing with with limited
communicate. everyday issues and informal and authorities. precision.
simple abstract formal Can carry out a
concepts. discussions, but prepared interview,
may have some checking and
difficulties confirming
engaging in information,
debate. though he/she may
occasionally have
to ask for repetition
if the other
person’s response
is rapid or
extended.
106

7 Can interact with a Can take an active part Can evaluate Can find out and Can make a complaint Can use the Can take some
degree of fluency and in conversation, advantages and pass on detailed effectively, explaining telephone to find out initiatives in an
spontaneity that makes expressing clearly disadvantages, information the problem and detailed interview, but is
regular interaction with his/her points of view, and participate reliably, face-to- demanding appropriate information, very dependent on
speakers quite possible ideas or feelings in reaching a face, and on the action. provided that the interviewer in the
and can take an active naturally with decision in phone, asking other person speaks interaction.
part in discussion in effective turn-taking. formal or follow-up clearly, and can ask
familiar contexts, informal questions and follow-up questions Can use a prepared
accounting for and discussion. getting clarification to check that he/she questionnaire to
sustaining his/her views. or elaboration has understood the carry out a
Can sustain when necessary. point fully. structural interview
his/her opinions though he/she may
in discussion by occasionally have
providing to ask for repetition
relevant if the other
explanations, person’s response
arguments, and is rapid or
comments. extended.
107

8 Can use English in Can engage in Can keep up Can understand Can cope linguistically Can effectively use Can carry out an
extended conversation extended conversation with an and exchange to negotiate a solution the telephone to find effective, fluent
fluently, accurately and on most general topics animated complex to a dispute such as an out detailed and interview, as either
effectively on a wide in a clearly discussion, undeserved traffic interviewer or
information and complex
range of general, participatory fashion, identifying ticket, financial interviewee,
academic, vocational or even in a noisy accurately advice on the full responsibility for information, expanding and
leisure topics, marking environment. supporting range of matters damage in a flat or, for provided that the developing the
clearly the relationships arguments related to his/her blame regarding an other person speak point being
between ideas, as well as Can sustain supporting and occupational role. accident. at a natural speed, discussed fluently
provide feedback and relationships with opposing points and is able to ask without any
follow up on statements speakers without of view. Can outline a case for follow-up questions support, and
and inferences by other unintentionally compensation, using handling
to clarify meanings.
speakers. amusing or irritating Can keep up persuasive language to interjections
them or requiring them with an
demand satisfaction
Can communicate to behave other than animated
spontaneously with good they would with a discussion and state clearly the
grammatical control native speaker. between limits to any
without much sign of speakers. concession he/she is
having to restrict what he prepared to make.
or she wants to say, Can express
adopting a level of his/her ideas
formality appropriate to and opinions
the circumstances. with precision,
and present and
respond to
complex lines
of argument
convincingly
and
persuasively.
108

9 Can express Can express Can easily Can understand Can cope to negotiate Can identify Can participate
himself/herself fluently himself/herself follow and and exchange a solution to a dispute; himself/herself, take fully in an
and spontaneously, fluently and contribute to complex can outline a case for messages, interview as an
spontaneously, almost complex interviewer and an
almost effortlessly on information and compensation using communicating
effortlessly on most interactions interviewee,
most topics, abstract and topics, abstract and between third advice on the full persuasive language enquiries, expanding the
complex. complex. parties in group range of topics explaining problems points being
discussion even related to his/her on a variety of discussed.
on abstract, occupational roles. topics, even not
complex related to his/her
unfamiliar field
topics.
10 Can understand and Can engage in spoken Can introduce Can give and Can communicate Has excellent Can provide
express ideas precisely interactions with an argument respond to with accuracy and telephone appropriate and
and naturally on a full complete fluency and give feedback using fluency on a wide communication well-thought-out
range of subjects. without linguistic reasons in favor appropriate range of topics in both skills, including responses to
limitations. of the argument conversational formal and informal using appropriate questions.
on a wide range expressions and settings. greetings and
of issues. fillers. endings.
Can use language

functions in an
appropriate manner
so that interlocutors
can understand the
meaning clearly.
109
Question 2: Can the derived framework of reference of English language be used to gauge
the English abilities of Thai learners and users of English in the academic and professional
contexts?
The derived framework of reference of English language or the FRELE-TH was used to
gauge the English abilities of Thai learners and users of English in the academic and the
professional context to suggest the following standards levels:
The Academics
The participants (n= 112) from the different groups of the academic sector namely the lower
primary (Pathom 1-3), the upper primary (Prathom 4-6), the lower secondary, the upper
secondary, the vocational certificate, the vocational diploma, the bachelor’s graduate (non-
major and English major), the master’s graduate, the doctoral graduate were given the
evaluation checklist (See Appendix 1.) to do. They also made their presentation on the
suggested standards levels of the relevant groups with their justifications. The checklist and
the presentation reflected the same findings which are shown in Table 1:
Table 1
Suggested standards of English levels for the academic groups
Academic groups
Current ability level Expected ability level in three years
n = 112
Prathom 1-3 1–2 2
Prathom 4-6 2–3 3
Lower secondary 2–4 4
Upper secondary 4–5 5
Vocational certificate 2–3–4 4
Vocational diploma 3–4–5 5
Tertiary: 4–6 6 (non-English major)
Bachelor’s graduates 7 (English major)
Tertiary: 4–6 6
Master’s graduates
Tertiary: Doctoral graduates 4–6 6
Based on the FRELE-TH checklist for academics, the academics have currently very low
English abilities ranging from levels 1 to 3 for the primary, 2 to 5 for the secondary, and also
for the vocational and levels 4 to 6 for the tertiary. After three years of more contact hours
(up to 5 hours) in three years, the focus groups of the academic expected the abilities of all of
the groups to reach the higher end of the range at the current level.
110
The Professionals
The participants of the professionals were mainly nominated from the Council or the
Association of the professions (n= 100) from a variety of fields. They were given a checklist
for professionals (See Appendix 2.) to do. The findings presented in Table 2 reveals
suggested standard levels of English expected for the professionals to perform successfully
with the corresponding skills in the relevant jobs.
Table 2
Suggested standard levels of the professions
Professional Listening Reading Speaking Writing
10 7-9 10 5-8
Tourist guide
7-10 7-10 9-10 6-10
Tour manager
6-8 5-8 4-7 4-6
Immigration officer
6-10 7-10 4-5 5-10
Secretary
8 9 7 8
Engineer
8-10 8-9 9 9
Teacher of English
6-8 6-8 6-8 4-5
Army training commander
7–8 7–9 6–7 7–8
Architect
5-6 6-7 5 5
Nurse
7 9 7 8
Pharmacist
6 7 6-7 7
Customs officer
3 2 3 2
Taxi driver
9-10 9-10 9-10 9-10
Hotel General manager, HM, EAM
8-9 8-9 8-9 8-9
Hotel DHR, Executive secretary
7-8 7-8 7-8 7-8
Hotel DOFA
9-10 9-10 9-10 9-10
Hotel communications director
8-9 8-9 8-9 8-9
Hotel communications manager
7-8 7-8 7-8 7-8
Hotel communications assistant
manager
6-7 6-7 6-7 6-7
Hotel communications officer
9-10 9-10 9-10 9-10
Hotel front director/Manager
8-9 8-9 8-9 8-9
Hotel front assistant, Chief concierge
7-8 7-8 7-8 7-8
Hotel shift leader
6-7 6-7 6-7 6-7
Hotel receptionist
7-8 7-8 7-8 7-8
Hotel housekeeping executive
6-7 6-7 6-7 6-7
Hotel housekeeping assistant executive
5-6 5-6 5-6 5-6
Hotel housekeeping coordinator
3-4 3-4 3-4 3-4
Hotel housekeeping supervisor
111
Professional Listening Reading Speaking Writing

1-2 1-2 1-2 1-2
Hotel room attendant, Public area,
Attendant
9-10 9-10 9-10 9-10
Hotel food & beverages Director,
Assistant director
6-7 6-7 6-7 6-7
Hotel food & beverages manager
5-6 5-6 5-6 5-6
Hotel food & beverages assistant
manager/Supervisor
3-4 3-4 3-4 3-4
Hotel waiter
1-2 1-2 1-2 1-2
Hotel bus boy
9-10 9-10 9-10 9-10
Hotel-sales marketing director
8-9 8-9 8-9 8-9
Hotel sales marketing assistant manager
8-9 8-9 8-9 8-9
Hotel revenue director, Manager
7-8 7-8 7-8 7-8
Hotel revenue assistant manager,
Supervisor
5-6 5-6 5-6 5-6
Hotel revenue officer
7-8 7-8 7-8 7-8
Hotel engineering director
1-2 1-2 1-2 1-2
Hotel technician/Engineer
9 9 9 9
Hotel director
8-9 8-9 8-9 8-9
Hotel kitchen executive chef
7-8 7-8 7-8 7-8
Hotel kitchen executive sous chef
3-4 3-4 3-4 3-4
Hotel stewarding manager, Cook who
need to work on cooking station
2 2 2 1
Hotel chief gardener
2 1 2 1
Hotel florist manager
7-8 7-8 7-8 7-8
Hotel spa manager
3-4 3-4 3-4 3-4
Hotel therapist
6 5 7 4
Attorney
7 5 5 5
Pilot
4-6 4-6 4-5 4-5
Tourist police
3/7 3/6 3/6 3/7
Accountant (local/international)
4/8 4/7 4/7 4/8
Auditor (local/international)
8 9 8 7–8
Flight attendant/purser (international)
4-8 4-5 4-5 4-5
Flight attendant (international)
As shown in the table, Thai users of English have a wide range of English abilities depending
on their professions. To illustrate, taxi drivers have low English abilities at level 2 in reading
and writing, and level 3 in listening and writing. Also, hotel waiters, house-keeping
112
supervisors, and hotel therapists have similar levels at 3-4 for all the four skills. It could be
the case that the main duties of these professions are service focused on satisfaction of
uncomplicated tasks. Engineers and architects have comparatively higher English abilities
with a range of levels 6/7 to 9, similar to hotel engineer directors since they need to deal with
cases prone to risk-taking as a matter of life or death. Interestingly, it is obvious that most of
the directors and managers who mainly deal with negotiation and direct confrontation with
foreigners are likely to have the higher English abilities at levels 9 to 10 in most of the four
skills.
In addition to the suggested levels of English for the academics and the professionals, the
participants in the focus groups and the public were asked to give their comments of the
framework for further improvement. Most of participants in both groups stated that the
checklists were transparent and had no difficulty in assigning the levels to their groups.
The results of the focus groups were presented in the Public hearing session. They were
acknowledged with recommendations to implement the FRELE-TH so that the framework
can be further validated and more application to materials and course development, test
specifications and international benchmarking would be subsequently developed.
Conclusion and Recommendation
The study of the standards of English abilities for Thailand discusses the development of the
FRELE-TH with the ten-level framework of reference for English language for Thailand
based on the Common European Framework of Reference for Languages with the plus levels
by including the exponents and examples more relevant to the local and international context
of English communication for Thailand. The derived ten- level framework was used to gauge
the English abilities of the academics and the professionals in Thailand to make suggestions
on the standard levels of English abilities for the relevant groups in the corresponding fields.
Further Research
The FRELE-TH should be used to gauge the English abilities of more academic and
professional groups of learners and speakers in the Thai local and the International context to
validate the results. Also, so far as English is a live language and a lingua franca, it is
necessary that the framework need the on-going validation process to keep it vibrant with the
internationally recognized levels of achievement.
113
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Appendix 1
Sample of FRELE-TH Checklist for Academics
The following FRELE-TH checklist consists of two parts.
Part I: Please provide the following information:

1. Name: _____________________________________________________
2. Affiliation: _________________________________________________
3. Contact number: _____________________
4. E-mail address: ______________________
Part II: Please tick (√) the following checklist to record what you think your students can do in
Column 1. Record what your students cannot do in Column 2.
(1) (2)
Level 1 Students Students
can... cannot …
1 understand and respond to very simple expressions of
communication delivered very clearly and slowly with some
repetition and rephrasing on a predictable topic.
2. . recognize very familiar vocabulary and basic expressions
concerning themselves, their family and immediate concrete
surroundings.
3. give basic personal information about themselves in short
simple words, phrases or basic sentences.
4. understand frequently used routines and patterns spoken or
written in simple words, phrases, short sentences and
instructions in very specific and familiar situations.
5. use a very basic range of frequently used words, short phrases
and expressions of communication on everyday topics to
communicate and describe personal information, colors,
simple numbers, simple objects, and routine activities, etc.
Other comments:
116
(1) (2)
Level 2 Students Students
can... cannot …
6. understand simple spoken English carefully articulated at very
slow speed with frequent, long pauses.
7. understand very short, simple phrases or sentences in written
English.
8. understand and respond to daily, routine expressions provided
that they are carefully articulated at a very slow speed.
9. give a basic description on people, familiar things, and places
using basic verbs and common adjectives.
10. write mostly very simple isolated words and phrases or
sometimes sentences without connecting ideas using very
limited vocabulary.
Other comments:
117
Appendix 2
Sample of FRELE-TH Checklist for Professionals
Skills Listening Reading Speaking Writing
Level
FRELE-TH Checklist for Professionals

The follow FELR-TH checklist consists of two parts.
Part I: Please provide the following information:
1. Name: _____________________________________________________
2. Affiliation/Workplace: ________________________________________
3. Contact number: _______________ E-mail address: ________________
4. I am doing this FELR-TH checklist on behalf of :
[ ] myself as a/an ________________________________ (Occupation)
[ ] my subordinate/employee who is a/an ______________________
(Occupation)
5. Your signature _______________________________ Date
____________________
Part II: Please tick () the following checklist to record what you think a successful
__________________________ (occupation) should be able to do to work both in the
local and international context in Column 1. Give reasons or evidence to support your
answer in the Remarks in Column 2.
(1) (2)
Level Listening A successful Remarks
___can …
1 understand very simple, isolated words, phrases,
and short simple sentences about familiar topics
only when people speak very clearly and very
slowly with some repetition and rephrasing.
2 understand simple spoken English when people
speak very slowly.
3 understand simple spoken English with adequate
facilitation.
4 understand simple slowly-delivered English speech
with everyday topics, containing daily life
vocabulary and expressions.
5 understand the main points of clear standard speech
of approximately one minute in length on familiar
matter regularly encountered in work, school,
leisure etc., including short narratives.
6 understand straightforward speech on a range of
topics related to his/her field and interest when the
speech is clearly spoken in a generally familiar
118
(1) (2)
Level Listening A successful Remarks
___can …
accent and a quite slow speech rate.
7 understand the main ideas of complex speech on
concrete and abstract topics, including technical
discussions in his/her specialization.
8 understand standard spoken language, live or
broadcast, on both familiar and unfamiliar topics
normally encountered in personal, social, academic
or vocational life.
9 understand the main idea of long both structured
and not clearly structured talk or speech with
normal and fast speed on abstract, complex and
unfamiliar topics, but he/she needs to occasionally
check details if the speaker has unfamiliar accents
and uses colloquial expressions.
10 understand any kind of spoken language, whether
in a formal or informal setting, delivered at fast
natural speed that may gear towards different
audiences.
Other comments:
119

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LEARN Journal, Volume 10, Issue 2, 2017

A Framework of Reference for English Language Education in Thailand

The Swiss Research Project

support the perspective of developing proficiency presented in the CEFR illustrative

Figure 1. Research procedure

This study employed the procedure shown in Figure 1.

The second Step: How to derive the FRELE-TH

Figure 2. Structure and components of FRELE-TH

Structure and components of FRELE-TH

Figure 3. CEFR and FRELE-TH Equivalency Table

Figure 5. A sample of the FRELE-TH illustrative scales, Speaking (interaction)

OVERALL SPEAKING INFORMATION

OVERALL SPEAKING INFORMATION

Can use basic polite

OVERALL SPEAKING INFORMATION

Can express opinions

OVERALL SPEAKING INFORMATION

OVERALL SPEAKING INFORMATION

OVERALL SPEAKING INFORMATION

OVERALL SPEAKING INFORMATION

Can use language

Professional Listening Reading Speaking Writing

Conclusion and Recommendation

Pawapatcharaudom, R. (2007). An investigation of Thai students' English language problems

Sample of FRELE-TH Checklist for Academics

The following FRELE-TH checklist consists of two parts.

Part I: Please provide the following information:

Skills Listening Reading Speaking Writing

FRELE-TH Checklist for Professionals

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