The Development of Teachers’ Competency in English Language Teaching Through the Busuu Platform Based on the CEFR Framework at Yangtaladwittayakarn School Under Kalasin Secondary Educational Service Area Office

Abstract

This research consists purposes were 1. to develop teachers’ knowledge and understanding of English language learning management through the Busuu platform based on the Common European Framework of Reference for Languages (CEFR) 2. to enhance teachers’ competency in managing English language instruction through the Busuu platform in accordance with the CEFR framework and 3. to examine teachers’ satisfaction with the development of their competency in English language learning management via the Busuu platform based on the CEFR. This study employed an action research design based on the concepts of Stephen Kemmis and Robin McTaggart. The research instruments included a knowledge test, a competency assessment form, a satisfaction questionnaire and reflective journals. The research process was conducted in two cycles, following the stages of planning, action, observation, and reflection. The strategies used in the study comprised workshops, self-directed learning and educational supervision. The participants consisted of nine English teachers from Yangtalad Wittayakarn School, selected through purposive sampling. In addition, four key informants were involved, including a trainer, a school administrator, a head of the learning area, and an educational supervisor. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis. The findings revealed that 1) teachers’ knowledge and understanding of English language learning management through the platform increased from 54.44% to 91.67%, representing an improvement of 37.22% 2) overall teacher competency in managing English instruction through the platform was at a high level (x̅= 4.26, S.D. = 0.59) and 3) overall satisfaction with the development process was at a high level (x̅= 4.24, S.D. = 0.54). These results indicate that integrating a digital platform aligned with the CEFR framework, together with the action research process, can systematically and effectively enhance teacher competency in the context of basic education.