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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp.660-688
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 21 May 2024 Revised 19 Jun 2024 Accepted 05 Jul 2024
DOI: https://doi.org/10.15738/kjell.24..202407.660

Building Autonomy in English Language Learning: Integrating Digital Technology with CEFR-CLIL in Thai EFL Education

Kritpipat Kaewkamnerd ; Jarunee Dibyamandala ; Charin Mangkhang ; Sasinee Khuankaew
(First Author) PhD Candidate, Department of Curriculum, Teaching and Learning Faculty of Education, Chiang Mai University kritpipat.k@gmail.com
Associate Professor, Department of Curriculum, Teaching and Learning Faculty of Education, Chiang Mai University jaruneedibyamandala@gmail.com
Professor, Department of Curriculum, Teaching and Learning Faculty of Education, Chiang Mai University charin.mangkhang@cmu.ac.th
Assistant Professor, English Department Faculty of Humanities, Chiang Mai University sasineesandy@gmail.com


© 2024 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study explores the influence of technology on learner autonomy and English language competencies in the four language domains, including reading, writing, listening, and speaking, among Thai EFL learners. Adopting a quantitative survey methodology, data was collected from 230 participants in Chiang Mai, Thailand, utilizing a structured questionnaire to explore the role of technology within English language learning framed within the CEFR-CLIL framework. The study’s primary objectives were to evaluate the extent of technology integration in the development of language skills, examine its impact on learner autonomy, and provide insights into the usage patterns and perceived effectiveness of digital tools. The findings from the quantitative analysis demonstrated a statistically significant and positive connection between the use of technology and the development of learner autonomy, as well as the improvement of reading, writing, and listening competencies. Despite this, the utilization of technology in enhancing speaking skills has shown certain difficulties, thereby suggesting the need for additional advancement and assistance in this domain. Additionally, the findings highlight a dominant trend among Thai EFL learners, indicating a strong inclination to embrace digital platforms, specifically for interactive content, whereas traditional resources continue to play a supplemental role. The result of this study suggests that integrating technology into the CEFR-CLIL framework could elevate language education and prepare students for a future where digital proficiency and English language mastery are intertwined.

Keywords:

learner autonomy, CEFR, CLIL, English competency, digital technology

Acknowledgments

This study is supported by Chiang Mai University’s Graduate School and is part of the Doctor of Philosophy Program in Education (Language Education), Department of Curriculum, Teaching and Learning, Faculty of Education, Chiang Mai University, under the CMU Presidential Scholarship.

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