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

Abidin, Nadrah Zainal; Hashim, Harwati

doi:10.4236/ce.2021.124051

Cited by 6 publications

(6 citation statements)

References 12 publications

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“…This framework aims to improve English proficiency among students who use English as a second language so that they can compete globally. This is supported by Abidin and Hashim (2021), who stated that integrating CEFR into the education system can produce students who can master English well and efficiently. In addition, Al Hadi and Shah (2020) also supported this by stating that the CEFR-aligned curriculum can help students master the English language effectively and able to cope with the demands on industries in this fast-paced world.…”

Section: Introductionmentioning

confidence: 93%

The Use of CEFR-Aligned Textbooks among English Language Teachers: A Systematic Literature Review

Zulkiply,

Mohamad Nasri

2024

IJARPED

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The selection of appropriate and suitable English textbooks is crucial to enhance students' English proficiency. A good English textbook can positively impact students' learning and increase the quality of the English curriculum. Therefore, the CEFR-Aligned English textbook has been chosen in many non-speaking English countries, which is expected to enhance the quality of students' English language. This CEFR-Aligned English textbook is also able to meet the Common European Framework of Reference (CEFR) requirements, which is used widely in teaching English worldwide. However, concerns about how teachers can use this textbook effectively must be prioritised. Thus, this systematic literature review (SLR) was conducted to understand the challenges that teachers face and the strategies they use to overcome these challenges for future improvements. This study is also very important so the CEFR-Aligned English textbook can be used effectively and able to enhance students' English proficiency. It is also hoped to help second language learners and teachers worldwide to be able to use the book meaningfully and efficiently. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) method was used to analyse articles from four databases, namely Scopus, Web of Science (WOS), ERIC, and Science Direct. Only 13 articles published between 2013 and 2023, all written in English, were selected from 286 articles found using the keywords and search string based on the criteria needed. The findings identify two main themes: the challenges and strategies teachers face using the CEFR-Aligned textbook. Additionally, seven different sub-themes were also identified in the articles. This study provides a guideline for future research in using the CEFR-Aligned English textbook effectively among English language teachers.

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Section: Introductionmentioning

confidence: 93%

The Use of CEFR-Aligned Textbooks among English Language Teachers: A Systematic Literature Review

Zulkiply,

Mohamad Nasri

2024

IJARPED

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“…• Assisting and informing exploration using the grading criteria that are consistent with the reflective procedures used to investigate the implications of descriptors. CEFR-aligned CBA emphasizes the authentic assessment system where the four language skills of listening, speaking, reading, and writing are assessed through the real-world context tasks (Abidin & Hashim, 2021). This aspect has become the major focus in CEFR CBA as the government perceived the importance of mastering the communicative skills in the target language to prepare students to be proficient English Language users (Abidin & Hashim, 2021).…”

Section: The Inception Of Cefr Into Classroom Based Assessmentmentioning

confidence: 99%

“…CEFR-aligned CBA emphasizes the authentic assessment system where the four language skills of listening, speaking, reading, and writing are assessed through the real-world context tasks (Abidin & Hashim, 2021). This aspect has become the major focus in CEFR CBA as the government perceived the importance of mastering the communicative skills in the target language to prepare students to be proficient English Language users (Abidin & Hashim, 2021). This aspect cannot be found in the previous KSSM English assessment because Rashid et al (2017) claimed that the previous approach of ELT were far too structured in engaging students to learn the target language.…”

Section: The Inception Of Cefr Into Classroom Based Assessmentmentioning

confidence: 99%

Evaluating Teachers’ Assessment Literacy in Enacting Cefr-Aligned Classroom-Based Assessment in Malaysian Secondary Schools ESL Classroom

Marzaini¹,

Sharil²,

Supramaniam³

et al. 2023

IJARPED

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This past five years has seen a drastic reform in the Malaysian education system. The reform prompts significant changes in teaching and learning and the assessment system. The emphasis on high-stakes examinations were revised and a new assessment system is introduced. In 2021, many high-stake examinations like Uijan Pencapaian Sekolah Rendah (UPSR) and Pentaksiran Tingkatan 3 (PT3) were abolished due to the reason of being ineffective tools to measure students' learning capability. Since the abolishment, the government paved the way by introducing a more progressive and continuous assessment system known as Classroom-Based Assessment (CBA) which gives full autonomy to teachers to assess students by introducing formative assessments. In the context of English Language Education, the CBA is aligned with CEFR. CEFR breathes new ways for teachers to assess students' language progression across a standard international descriptor. This change has resorted in a huge transformation in the teachers' role as CEFR-aligned CBA demands teachers to plan, design, implement, and report the new assessment system in their teaching practices. Hence, a mixed-method study was conducted to explore the teacher's assessment literacy in implementing CEFR-aligned CBA at the micro level. The findings of this study reported that teachers posit a low assessment literacy level which has influenced their practices to enact the new assessment system. Several challenges like the time constraint, lack of training, teachers' unfamiliarity, and tedious process of CBA raised the concern for the government to reduce these deficiencies in enacting the change in education.

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“…The framework was later translated into 40 different languages and used as a guide by nearly all of the nations in Europe and many others. By inviting the Member States to incorporate the CEFR into their educational systems in accordance with the CEFR principles, which are to promote multilingualism and uniformity among the European society along with most of the efforts made during the era which are supposed to be directed to its accomplishment, the Council Ministers began to promote plurilingualism in 2008 (Abidin & Hashim, 2021).…”

Section: Implementation Of Cefr In Europementioning

confidence: 99%

“…They have options for increasing the uniformity of the linguistic institutions in each nation. It is totally up to them how much of it they choose to incorporate into their curriculum (Hashim & Abidin, 2021)…”

Section: Implementation Of Cefr In Europementioning

confidence: 99%

Common European Framework of Reference (CEFR): A Review on its Implementation in ESL/EFL Classrooms

Kassim,

Hashim

2023

IJARBSS

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The adoption of the Common European Framework of Reference (CEFR) as the benchmark against which Malaysia's English curriculum must be measured has stirred up the ESL education community, particularly the instructors, in a number of ways. However, opinions on its success and difficulties run the gamut from wholly endorsing the concept to wholly rejecting it. The objective of this review is to methodically pinpoint the problems that frequently arise when the CEFR is implemented in ESL or EFL classrooms around the world. 26 papers from the year 2018 to 2023 were extracted using two databases, Google Scholar and the Educational Resources Information Centre (ERIC), while considering inclusion and exclusion criteria. The important findings showed that the concerns about the adoption of the CEFR in ESL and EFL classrooms revolve around the teachers' factors,the challenges and practicality issues, the curricular aspects and the materials. The adoption of the CEFR in ESL/EFL classrooms was only partially successful because, despite the fact that most teachers have a positive attitude towards the adoption, issues resulting from a lack of training and appropriate materials make adoption difficult. Research on potential ways to solve the difficulties is still scarce, though. Overall, this review is deemed useful for the stakeholders around the world to have better insight on the effectiveness of the implementation if CEFR in ESL/EFL classrooms to devise remedial strategies in order to minimize the adverse effects of implementing CEFR into the nation's education system around the world and perform further researches to fulfil the inadequacy of the information of identified areas.

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

Cited by 6 publications

References 12 publications

The Use of CEFR-Aligned Textbooks among English Language Teachers: A Systematic Literature Review

The Use of CEFR-Aligned Textbooks among English Language Teachers: A Systematic Literature Review

Evaluating Teachers’ Assessment Literacy in Enacting Cefr-Aligned Classroom-Based Assessment in Malaysian Secondary Schools ESL Classroom

Common European Framework of Reference (CEFR): A Review on its Implementation in ESL/EFL Classrooms

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