ISSN: 2222-6990
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The alignment of English language education according to Common European Framework of Reference (CEFR) is important to ensure that the English education landscape in Malaysia is comparable international standard. English language teacher have to constantly adapt and improve their proficiencies in the language accordingly and be mentally prepared to implement CEFR framework in school. Hence, this study investigates the correlation between English Language teachers’ attitude and motivation in regards to Common European Framework of Reference (CEFR) implementation in education policy in Malaysia. A questionnaire which consists of 30 items with five-point Likert scale was administered to 242 primary and secondary school English teachers in two districts of Negeri Sembilan, Malaysia. The relationship between the variables was established using Spearmen-Rho correlation and the finding shows that there was a strong positive relationship between English as Second Language teachers’ attitudes and their motivation level towards CEFR implementation. Hence, based on the result, it can be indicated that when teachers possess positive attitudes and acceptance to CEFR implementation will directly improve their motivation level thus, becoming a push factor for them in ensuring the positive outcome of CEFR implementation.
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In-Text Citation: (Shukor & Sulaiman, 2022)
To Cite this Article: Shukor, E. A., & Sulaiman, N. A. (2022). ESL Teachers’ Attitude and Motivation towards CEFR Implementation. International Journal of Academic Research in Business and Social Sciences. 12(6), 62 – 72.
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