GUIDELINES FOR DEVELOPING ACADEMIC ADMINISTRATION OF ENGLISH-LANGUAGE-SKILL DEVELOPMENT BASED ON CEFR CRITERIA FOR UNIVERSITY STUDENTS

Abstract

Since 2016, in alignment with the CEFR framework for university students, the Ministry of Higher Education, Science, Research and Innovation (MHESI) has aimed to enhance English language proficiency among higher education students. This has led many higher education institutions to require students to achieve a B1 level of English proficiency, as defined by the Common European Framework of Reference for Languages (CEFR), which assesses all four language skills: listening, speaking, reading, and writing (Commission on Higher Education, 2016). To achieve this goal, higher education institutions have implemented various academic management guidelines, including curriculum design consistent with CEFR criteria, faculty development, international standard-based assessment, and collaborative networking (Boonjing et al., 2021). Furthermore, there have been guidelines for applying digital technology to promote teaching and learning (OECD, 2020), as well as exploring, analyzing, and developing models for English language skill development activities based on the CEFR framework, which extends to the use of computer systems for management (Pomin & Sreenongyang, 2020). This article, therefore, has aimed to compile and synthesize successful academic management approaches from higher education institutions that have effectively raised students' English language proficiency to a B1 level. The goal is to propose practical guidelines that will probably be applied according to each institution's context, considering flexibility, sustainability,
and efficiency in developing students' English language skills based on the international standards. The results of collecting and synthesizing these guidelines indicated that universities achieving their students' English language proficiency targets according to CEFR standards have possessed three main components. Firstly, the university has assigned English language skill development tasks to departments specializing in English or regularly using English, besides using it in general instruction. Examples of such departments are language centers, language institutes, and international relations offices. Secondly, these universities have emphasized that the responsible departments organize different activities. These activities must strictly adhere to CEFR assessment criteria. This was supplemented by online platforms and influencers to attract interest and encourage programs to integrate these activity guidelines into their own learning management. This also included the creation of standardized examinations aligning with CEFR guidelines.