A qualitative inquiry into the application of 9th grade EFL program in terms of the CEFR

Abstract

Current study investigated applicability of the 9 th Grade EFL Program with regard to proficiency descriptors and educational principles of the Common European Framework of Reference for Languages (CEFR). Qualitative inquiry was followed by adopting a phenomenological approach to conduct the study. The data were collected through document analyses, face-to-face interviews, and teacher and students observations regarding classroom instructions. Descriptive analysis was administered to analyze the data obtained from the document analyses, interviews, and observations. The results showed that the EFL program corresponds to students' language levels and needs, while teachers come across problems due to course materials and insufficient class hours during implementations. Besides the participant teachers reported problems in terms of seminars and in-service training activities.

Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand

“…In addition, as previously mentioned, the participants were not full-time teachers; hence, they may not have adequate time or opportunity to put the CEFR into practice. The findings are partially in line with a study by Yüce & Mirici (2019), who indicated that insufficient hours affected the unsuccessful implementation of CEFR in class. Therefore, these results also indicate that student teachers require additional CEFR training in the area of using reference level descriptions.…”

“…The data showed that the CEFR descriptions were not suited to the 9th grade EFL program. Besides, the results revealed that insufficient hours affected the unsuccessful implementation of CEFR in class (Yüce & Mirici, 2019), which results are consistent with a study by Alih, Yusoff & Abdul (2020), who found that the teachers lacked sufficient support to implement the CEFR in English classrooms.…”

“…More specifically, private school teachers had adequate knowledge of the CEFR because they have got training concerning the CEFR than public school teachers (Yakışık & Gürocak, 2018). Another qualitative study by Yüce & Mirici (2019) aimed to examine 11 EFL language teachers, who were chosen purposefully, regarding the implementation of the ninth grade EFL program about the CEFR. The data showed that the CEFR descriptions were not suited to the 9th grade EFL program.…”

A Systematic Review of Program Evaluation Studies in EFL: The Turkish Case

“…Lastly, Yuce and Mirici (2019) investigated the 9th grade Efl program using CEFR proficiency descriptors. In this qualitative research, it is found out that the program is compatible with the CEFR descriptors while it is stated that teachers faced problems because of the materials and the class hours.…”

Common European Framework of Reference (CEFR): A Review on Teachers’ Perception & Plurilingualism

“…lected from the open-ended questionnaires. Another concerning aspect raised by the respondents from their study were theoretical content and applicability in which is believed to have excessively influence on non-European language classes offered at the university (Yüce & Mirici, 2019).…”