Assembling educational standards: following the actors of the CEFR-J project

Nishimura-Sahi, Oshie

doi:10.1080/14767724.2022.2037071

Cited by 2 publications

(2 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The interaction of CEFR with the local setting can be positively and negatively influenced by local realities. Social needs necessitated the adoption of global standards, and the government or policymaker selectively borrowed criteria from the CEFR (Nguyen & Hamid, 2021;Nishimura-Sahi, 2022). However, the introduction of foreign LPS should be highly cautious.…”

Section: Policymakersmentioning

confidence: 99%

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

Zhu,

Mofreh,

Salem

2023

SAGE Open

View full text Add to dashboard Cite

The application of the language proficiency scales (LPS) in education validates its function, as it can explore the value in-depth. However, little systematic research on applying LPS has been conducted due to the complex intertwining of stakeholders and a lack of theoretical framework and practical approaches. Adopting the framework proposed by Y. Jin and Jie (2020), this study explored how the Common European Framework of Reference (CEFR) and China’s Standards of English (CSE) were used and impacted various stakeholders in the education context. The literature search was taken from WoSCC, Scopus, and CNKI from 2018 to 2022. Qualitative content analysis was used for systematic review. Results showed that policymakers used LPS in education policy guidance; teachers applied them as the benchmark of diagnostic assessment to get accurate language profiles of students and create new approaches to teaching; students used them as goal-setting guidance and self- or peer assessment criteria to track progress; test developers aligned them with tests to obtain reliable results; curriculum designers tailored descriptors and scales from CEFR to develop new curricula, align, or revise the existing ones; researchers used LPS as references to develop new rubrics, frameworks and assessing models. This study could provide insight in scientific application of LPS. However, it focused mainly on the CEFR and CSE with a framework for exploring the impact of language testing. Studies containing more scales and theorizing the framework of aftereffects of LPS should be encouraged.

show abstract

Section: Policymakersmentioning

confidence: 99%

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

Zhu,

Mofreh,

Salem

2023

SAGE Open

View full text Add to dashboard Cite

show abstract

“…Recently, CEFR-related research has been actively conducted not only in South Korea but also in many other countries. For example, in Japan, many studies have been carried out in order to restructure their national English curriculum in terms of CEFR in consideration of the educational objectives, educational environment, and students' proficiency level (Moser, 2017;Negishi et al, 2013;Nishimura-Sahi, 2022). In order to incorporate CEFR into its own curriculum, Japanese MEXT(Ministry of Education, Culture, Sports, Science, and Technology) started studies on learners, teachers, and textbooks.…”

Section: Restructuring Cefrmentioning

confidence: 99%

A Systematic Review of CEFR-Related Research of English Education in South Korea

Ji-hye¹

2022

JCT

View full text Add to dashboard Cite

This study aims to analyze the trend of CEFR(Common European Framework of Reference) related research in South Korea using the method of a systematic review and to discuss the research fields required in relation to CEFR. The Council of Europe released the Common European Framework of Reference for Languages (CEFR) in 2001. It acts as a standard for curriculum, teaching, learning, and evaluation. With this, thirty kinds of literature from the years 2000 to 2020 that satisfied the selection criteria were chosen from a search of CEFR-related research on English education. After the 2015 revised national curriculum was implemented, studies related to CEFR increased by 70% from 2018 in terms of publication year, and 60% of those studies used quantitative methodologies. After organizing the subjects of the studies by the Korean academic levels and CEFR levels, the data showed a focus on research for elementary and university while a wide range of CEFR levels from Basic User to Proficient User was represented. Since CEFR builds vocabulary, grammar, and language competence based on corpus data, 80% of the studies were performed in relation to the curriculum and evaluation using the corpus. However, in order to successfully apply CEFR to Korean English education, research on more detailed level settings and the linkage between each level needs to be actively conducted. More studies are necessary to adapt CEFR to the EFL context in Korea since CEFR describes communication skills that L2 learners should have, including pluricultural competence. This means a wide range of studies on CEFR are needed to expand the quality and quantity of English education in Korea.

show abstract

Assembling educational standards: following the actors of the CEFR-J project

Cited by 2 publications

References 35 publications

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

A Systematic Review of CEFR-Related Research of English Education in South Korea

Contact Info

Product

Resources

About