This project, while successful in its primary objectives, was conducted within specific parameters. The outcomes and conclusions drawn should be understood within the following limitations:
Limited Duration and Scope: The program was a short-term intervention spanning a limited number of sessions. Consequently, the project's ability to measure long-term retention of knowledge, sustained language skill development, or actual career-path outcomes is constrained. The results primarily reflect the immediate impact and increased awareness among participants.
Specific Target Audience: The program was designed and delivered for students at Nang Rong School. The pedagogical approach, content, and cultural context were tailored to their specific needs. Therefore, the findings and methods may not be directly replicable or scalable to other educational institutions with different student demographics or resource availabilities without significant adaptation.
Self-Reported Data and Participant Bias: A portion of the project’s data, particularly on awareness and confidence, was gathered through self-reported surveys and feedback. While invaluable, such data is susceptible to response bias, where participants may report a more positive outcome than they feel in reality. The quantitative results from the CEFR-based testing provide a more objective measure, but even these represent a single snapshot in time.

Impact
Enhanced English Language Proficiency: The program's implementation will likely result in
improved English language proficiency among the participating students. This, in turn, can
enhance their communication abilities, both academically and professionally, thereby increasing
their competitiveness in the global job market.
Increased Access to Quality Education: By providing students with a better understanding of the
CEFR English language testing standards, the project can potentially expand access to quality
education. Students who previously lacked access to standardized testing may now have more
opportunities to pursue higher education or professional development.
Empowered Decision-Making: Equipping students with knowledge about their current language
proficiency level enables them to make informed decisions about their educational and career

paths. This empowerment can lead to more confident decision-making and potentially better
outcomes in their academic and professional pursuits.
Educational and Professional Advancement: Through the development of language skills and
the understanding of international testing standards, students may have greater prospects for
further educational and professional advancement, both locally and internationally. This can
contribute to their personal growth and societal development in the long run.
Reskill/upskill/new skill
Reskilling Opportunities: The project may offer avenues for students to reskill in the area of
English language proficiency, particularly in aligning their skills with the standardized CEFR levels.
This can help them adapt to the requirements of a globalized and competitive job market.
Upskilling in Language Proficiency: Through the program, students can enhance their existing
language skills, leading to improved proficiency in English. This upskilling process can boost their
confidence and enable them to communicate effectively in diverse academic and professional
environments.
New Skills Development: Engaging with the CEFR testing standards can introduce students to
new methodologies and approaches for language assessment and improvement. This exposure
may lead to the development of critical thinking, analytical skills, and a deeper understanding
of language assessment techniques.