STUDY THE CONDITIONS AND GUIDELINES FOR MANAGING ENGLISH LANGUAGE LEARNING FOR COMMUNICATE ACCORDING TO THE SCHOOL'S INTERNATIONAL ENGLISH PROFICIENCY STANDARD FRAMEWORK UNDER THE CHACHOENGSAO SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

The purpose of this research article was to study the conditions and guidelines for managing English language learning for communication according to the school's international English proficiency standard framework under the Chachoengsao Secondary Educational Service Area Office. The research method consisted of 1) studying documents and research related to the management of English language learning for communication according to the international English language proficiency standard framework, 2) studying empirical data on the management conditions for organizing English language learning for communication according to the school's international English proficiency standard framework. Using a questionnaire with a sample group of 306 educational institution administrators and teachers in the academic year 2022, 3) studying guidelines for managing English language learning for communication according to the school's international English proficiency standard framework with a group interview with 6 informants. The results of the research found that 1) the condition of managing English language learning for communication according to the school's international English proficiency standard framework under the Chachoengsao Secondary Educational Service Area Office in overall and each aspect had a high level of practice in all 6 areas. 2) Guidelines for managing English language learning for communication according to the school's international English proficiency standard framework under the Chachoengsao Secondary Educational Service Area Office, these were the components of English learning management for communication according to the school's international English proficiency standard framework under the Chachoengsao Secondary Educational Service Area Office, all 6 aspects were 1) English curriculum, 2) organizing learning activities, 3) measurement and evaluation, 4) innovative media/information, 5) organizing learning resources, 6) organizing learning atmosphere and management processes included 1) Planning, 2) Organizing, 3) Leading, and 4) Controlling.