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