Implementation of Common European Framework of Reference (CEFR) for Languages in Secondary English Education in Nonthaburi, Thailand: Basis for Enhancement Program

The global integration of the Common European Framework of Reference (CEFR) for Languages has reshaped English language education, yet empirical evidence on its implementation within provincial Thai contexts remains limited. This study investigated the implementation of the CEFR in secondary English education in Nonthaburi, Thailand, prompted by rapid globalization and local demands for English proficiency that led to the official integration of the framework. Specifically, it examined the extent of implementation effectiveness in curriculum alignment, pedagogical strategies, and institutional support, while identifying challenges affecting instructional quality. A quantitative descriptive-correlational research design was employed, utilizing validated survey questionnaires administered to 59 English teacher-participants across ten schools through a stratified random sampling technique. Statistical analyses were conducted to determine the relationship between implementation variables and perceived effectiveness. Rigorous validation procedures and reliability testing were undertaken to ensure the credibility and consistency of the findings. The findings revealed that the CEFR framework was substantially implemented, demonstrating high effectiveness in curriculum alignment, pedagogical strategies, and institutional support. However, the youthful, predominantly Filipino-migrant teaching workforce lacked sufficient ongoing, framework-specific professional training. Participants also reported challenges related to cultural adaptation and limited administrative guidance, suggesting that structural integration alone is insufficient without corresponding investments in human resource development. The study concludes that long-term instructional success requires sustaining pedagogical excellence and workforce stability. This research provides empirical evidence on the effectiveness of CEFR implementation within a Thai provincial context, highlighting the critical role of continuous professional development and administrative support in sustaining pedagogical quality across the Nonthaburi teaching workforce. Based on these findings, a targeted, CEFR-oriented enhancement program is proposed to boost teacher competency, increase institutional responsiveness, and foster sustainable educational improvement within Thai secondary schools.