This paper reviews the development and challenges of English-in-education policies in Thailand over the past two decades. While the adoption of the Common European Framework of Reference (CEFR) reflects a clear governmental intention to upgrade English proficiency, implementation across basic and higher education has been marked by fragmented responsibilities, unrealistic expectations, and contradictory outcomes. Policies set ambitious CEFR goals, from A1 at Grade 6 to C1 or higher at the graduate level, often assuming linear language development, which overlooks the complex and non-linear nature of language acquisition and development. Additionally, the increasing use of commercial English tests poses financial burdens on institutions and learners, raising concerns about equity, especially in institutions with limited funding. Despite these challenges, the CEFR offers a shared and internationally recognized framework that enables policymakers, administrators, and teachers to align curriculum, instruction, and assessment. This paper promotes the use of complementary classroom-based formative assessments and CEFR-aligned learner portfolios to ensure a more equitable and sustainable implementation. These methods not only reduce the high-stakes pressure of standardized testing but also empower teachers as key agents in the assessment process. Teachers can design tasks that are developmentally appropriate and responsive to learners’ needs. Overall, a more coherent and context-based approach is needed to close the gap between the goals of the CEFR policies and learners’ achievement.
Jirada Wudthayagorn (Thu,) studied this question.