| Summary: | The Common European Framework of Reference (CEFR) has been globally accepted as a framework for language
teaching, learning, and assessment. Thailand also adopted the CEFR in 2014 to escalate its English education quality
in all levels, placing an emphasis on an action-oriented approach nationwide. Few studies have explored the factors
influencing the successful CEFR implementation. As such, the current study, framed in a social constructivist case
study methodology, used an in-depth interview with four in-service English teachers from four different regions to
investigate the factors contributing to the achievement of the action-oriented approach in a Thai EFL context. The
thematic analysis revealed thirteen potential factors that teachers believed affected the implementation of the CEFR,
categorised into three different levels – policy, administration, and instruction-oriented. The pedagogical and policy
implications were further discussed and generalised to other similar contexts.
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