English CEFR proficiency with autonomous online learning among Thai tertiary learners in a provincial public university

This study aims to assess the Common European Framework of Reference (CEFR) level English proficiency of tertiary students engaged in online English autonomous learning outside of traditional classroom settings and to identify students' online autonomous learning strategies to enhance CEFR-level English proficiency. An explanatory sequential mixed methods design was employed, involving 129 Thai tertiary students participating in the English development project of Rajamangala University of Technology Lanna (RMUTL), Lampang campus. Data were collected through the Speexx online pretest and posttest program, along with a questionnaire, and were analyzed using descriptive statistics and thematic analysis. The results indicated that after the posttest, overall, 45.75% of all participants achieved a higher CEFR level, 51.94% of all participants maintained their CEFR level, and 2.33% of all participants experienced a decrease in their CEFR level. According to the participants' online autonomous learning approaches, the majority adopted a similar pattern of English learning, which involved assessing English deficiencies, setting personalized learning plans and goals, finding convenient online English learning channels, troubleshooting problems, and monitoring and evaluating the progress.