CLT using CEFR and EIL in Southeast Asia and East Asia in the English language classroom

Foley, Joseph

doi:10.1177/0033688221998079

Cited by 9 publications

(7 citation statements)

References 47 publications

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“…It is evident that this implementation has been unsatisfactory due to multiple factors. The factors include (1) the nature of large classrooms, including varying language abilities and limited teaching time (Sanpatchayapong, 2017), (2) lack of awareness into the CLT and actionoriented approach (Foley, 2021), (3) underemployment in classrooms, (4) dominance of conventional teaching approach -grammar translation, examination-oriented nature (Fitzpatrick, 2011;Kanchai, 2019;Kulsiri, 2006;Nonthisong, 2015;Thongsri, 2005), and (5) teachers' language proficiency levels (Franz & Teo, 2017). To date, only two empirical studies have attempted to evaluate the effectiveness of the Boot Camp, including the use of an action-oriented approach and factors that hindered its implementation in teachers.…”

Section: Action-oriented Approach To Rise Communicative English Usementioning

confidence: 99%

Towards the CEFR Action-Oriented Approach: Factors Influencing its Achievement in Thai EFL Classrooms

Supunya

2022

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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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Section: Action-oriented Approach To Rise Communicative English Usementioning

confidence: 99%

Towards the CEFR Action-Oriented Approach: Factors Influencing its Achievement in Thai EFL Classrooms

Supunya

2022

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“…Perlmann-Balme (2011) and Plassmann (2011) investigated the construct and content validity of the DTZ. They found the DTZ developers worked out the construct based on the needs of test-takers by means of the Common European Framework of References for Languages levels (CEFR, Council of Europe, 2001 ), which is an international standard for measuring learners’ language ability widely adopted worldwide ( Foley, 2021 ); and expert judgment was used to modify the construct and content of the test to ensure the test validity.…”

Section: Existing Studiesmentioning

confidence: 99%

Language Assessment for Immigration: A Review of Validation Research Over the Last Two Decades

Yao

Wallace

2021

Front. Psychol.

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It is not uncommon for immigration-seekers to be actively involved in taking various language tests for immigration purposes. Given the large-scale and high-stakes nature those language tests possess, the validity issues (e.g., appropriate score-based interpretations and decisions) associated with them are of great importance as test scores may play a gate-keeping role in immigration. Though interest in investigating the validity of language tests for immigration purposes is becoming prevalent, there has to be a systematic review of the research foci and results of this body of research. To address this need, the current paper critically reviewed 11 validation studies on language assessment for immigration over the last two decades to identify what has been focused on and what has been overlooked in the empirical research and to discuss current research interests and future research trends. Assessment Use Argument (AUA) framework of Bachman and Palmer (2010), comprising four inferences (i.e., assessment records, interpretations, decisions, and consequences), was adopted to collect and examine evidence of test validity. Results showed the consequences inference received the most investigations focusing on immigration-seekers’ and policymakers’ perceptions on test consequences, while the decisions inference was the least probed stressing immigration-seekers’ attitude towards the impartiality of decision-making. It is recommended that further studies could explore more kinds of stakeholders (e.g., test developers) in terms of their perceptions on the test and investigate more about the fairness of decision-making based on test scores. Additionally, the current AUA framework includes only positive and negative consequences that an assessment may engender but does not take compounded consequences into account. It is suggested that further research could enrich the framework. The paper sheds some light on the field of language assessment for immigration and brings about theoretical, practical, and political implications for different kinds of stakeholders (e.g., researchers, test developers, and policymakers).

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“…On the other hand, some of them reported having indistinct ideas of the CEFR (Diez-Bedmar & Byram, 2019; Moonen, 2013) that might lead to unfavourable situations such as resistance and hesitation to incorporate CEFR into classroom pedagogy (Foley, 2021). In reality, teachers also perceive CEFR as a type of 'test' and they strongly believe it will soon be eliminated from the education system (Franz & Teo, 2017).…”

Section: Teachers' Understanding and Receptionsmentioning

confidence: 99%

The Impact of Implementing the Common European Framework of Reference on Language Education: A Critical Review

Sahib¹,

Stapa²

2021

IJARBSS

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Since its inception in 2001, the Common European Framework of Reference for Languages (CEFR) has been employed worldwide as an international standard for teaching and learning languages. The framework was established to provide a mutual basis for language proficiency comprising language curriculum, reference materials, and assessments adopted globally. Despite gaining fame in the contemporary teaching and learning arena, the depth of the various dimensions of its impact on language classroom pedagogy at the school level is yet to be explored. Thus, this systematic review is aimed to investigate the implementation of CEFR in schools and its impact on language education. The review methodology involved the identification of the relevant literature, the filtering of articles, and the evaluation of the quality of the articles based on pre-determined criteria. The analysis revealed that teachers and students perceive the CEFR positively. The framework had positive impacts on the students' learning process but had more adverse effects on the teachers. The review identified major themes such as the dynamics of teaching and learning of the language, teachers' understanding and reception, students' achievements of learning outcomes, the efficacy of classroom assessments and teachers' professional development which are critically discussed.

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CLT using CEFR and EIL in Southeast Asia and East Asia in the English language classroom

Cited by 9 publications

References 47 publications

Towards the CEFR Action-Oriented Approach: Factors Influencing its Achievement in Thai EFL Classrooms

Towards the CEFR Action-Oriented Approach: Factors Influencing its Achievement in Thai EFL Classrooms

Language Assessment for Immigration: A Review of Validation Research Over the Last Two Decades

The Impact of Implementing the Common European Framework of Reference on Language Education: A Critical Review

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