The application and impact of the Common European Framework of Reference for Languages have been observed worldwide, especially in testing practices, since its introduction in 2001. This is partly because Common European Framework of Reference-based policies have often used the framework's proficiency scales as a key indicator of success. Although the Common European Framework of Reference as policy is expected to improve current practices, there appear potential challenges that could undermine its effectiveness in particular contexts. This study reports on the case of the Common European Framework of Reference-based policy in Thai higher education, where an English Exit Exam has been imposed to verify the proficiency of graduates. To obtain a clear picture of how the policy has been implemented, the study analysed 12 sets of English Exit Exam materials from 12 institutions, 44 questionnaire responses from university lecturers and administrators, and 17 online interviews with practitioners who were involved in the development of English Exit Exams. The results show that the English Exit Exams of different institutions focused on assessing different skills, sub-skills and linguistic knowledge, with exams including listening, reading, vocabulary and grammar sections; however, how the exam results were aligned with the Common European Framework of Reference scales remained unclear despite the framework's centrality in policy, and this made about half of the interview participants doubt the quality of the English Exit Exam. Eighty-four percent of the questionnaire respondents supported the policy, considering it a tool for raising learners’ awareness and motivation in learning English. The opponents, however, question the effectiveness of the English Exit Exam practices, being concerned that the test scores may not accurately indicate actual ability in English communication. The study concludes that although a test can theoretically serve as a mechanism to impose language policy, the endorsement of English Exit Exams alone may not effectively function as an instrument to drive the Common European Framework of Reference-informed practice at a classroom level.
Rukthong et al. (Thu,) studied this question.