Joseph Foley, Marilyn Fernandez Deocampo, Nita Novianti
The adoption and implementation of the Common European Framework of Reference for Languages (CEFR) in Thailand and the localized Framework of Reference for English Language Education (FRELE-TH) were part of national efforts to improve Thai students' English proficiency to be aligned with global benchmarks, such as the ASEAN Economic Community (AEC) and the Program for International Student Assessment (PISA). This study is an integrative review of policy documents, academic literature, and the CEFR-CV (2018/2020). It examines the utilization of mediation, plurilingual and pluricultural competence, and action-oriented learning in the Thai educational context to offer expanded reference levels and descriptors for localizing the CEFR. The review has shown that the adoption of CEFR has encountered challenges in terms of practical application, including teachers' limited familiarity with the framework, overemphasis on high-stakes testing, resource disparities, and a lack of sustained institutional support. Its impact remains constrained by the gap between policy and classroom reality practices. The finding indicates that, although the CEFR is potentially beneficial to be used as a framework to transform the educational system of Thailand, a thoughtful recontextualization that foregrounds teacher agency, inclusive pedagogies, and technological integration is necessary. Hence, a recalibration of language education policy is needed to support CEFR as a pedagogical tool, rather than viewing it merely as an assessment metric. As well, curriculum development, teachers' education, and regional collaboration are essential for a more CEFR-informed approach to innovation across multiple levels of the education system. © 2026 Joseph Foley, Marilyn Fernandez Deocampo, Nita Novianti (Author)This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.https://creativecommons.org/licenses/by-sa/4.0/
English Language Teaching (ELT) Department, Graduate School of Human Sciences, Assumption University, Bangkok, Thailand; English Language and Literature Study Program, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, West Java, Bandung, Indonesia
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