Student-Teachers’ Perception of the CEFR-based English Proficiency Test: An Exploratory Study

Abstract

The CEFR-based English proficiency test becomes one of the high-stake tests for the student teachers in one program in Thailand. Regardless of their majors, they need to obtain the minimum scores on the CEFR-based English proficiency tests to be appointed as in-service teachers. If failed to provide the scores in time, it may cost their future teaching careers too. This study aims to explore the student teachers’ perception of the CEFR-based English proficiency tests. Using the exploratory design, this study employed a questionnaire to collect the data from the seventeen non-English major student teachers from one public university in Thailand. The results indicated a high level of awareness of CEFR and a moderate level of familiarity with CEFR. Based on the results, the student teachers show positive perception and washback towards the use of the CEFR-based English proficiency test as a minimum requirement for the program.