ISSN: 2222-6990
Open access
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.
Abidin, N. Z., & Hashim, H. (2021). Common European Framework of Reference (CEFR): A Review on Teachers’ Perception & Plurilingualism. Creative Education, 12, 727- 736.
Ahamat, M. I. (2022) Material Adaptation Among Rural Primary School English Language Teachers, 3L: Language, Linguistics, Literature® The Southeast Asian Journal of English Language Studies, 28(1), 90-102
Alih, N. A.C ., Yusoff, M. A. M., & Raof, A. H. A. (2021),Policy Change Implementation: The Case of the CEFR in Malaysian ESL Classrooms, Journal of Nusantara Studies 2021, 6(2) 296-317.http://dx.doi.org/10.24200/jonus.vol6iss2pp296-317
Alih, N. A. C., Yusoff, M. A. M., & Raof, A. H. A. (2020), Teachers’ Knowledge and Belief on the CEFR Implementation in Malaysian ESL Classroom, International Journal of Multidisciplinary and Current Educational Research, 2(5), 126-134.
Azman, H. (2017). Implementation and challenges of English language education reform in Malaysian primary schools. 3L: The Southeast Asian Journal of English Language Studies, 22(3), 65-78.
Bee, Y. C., & Periasamy, V. (2019). English Language Teachers’ Perceptions Towards Malaysian University English Test (MUET) as a measure to test teachers’ language proficiency. Malaysian International Journal of Research In Teacher Education 2: 94 -103
Bucar, C. S., Ryu, H., Skof, N. M., & Sangawa, K. H. (2014). The CEFR and TeachingJapanese as a foreign language. Linguistica, 54(1), 455-469. Doi: 10.4312/linguistica
Canh Van, L., & Renandya, W. A. (2017). Teachers’ English proficiency and classroom language use: A conversation analysis study. RELC journal 48(1): 67-81.
Charttrakul, K., Damnet, A. (2021) Role of the CEFR and English Teaching in Thailand: A Case Study of Rajabhat Universities, Advances in Language and Literary Studies,12(2), 83-89.
Chung, V. (2014). Vietnam considers using CEFR-V standard for English teaching. http://english.vietnamnet.vn/fms/education/116476/vietnam-considers-using-cefr-v standard-for-english-teaching.html.
Council of Europe. (2020), Common European Framework of Reference for Languages: Learning, Teaching, Assessment https://www.coe.int/en/web/common-european-framework-reference-languages
Council of Europe. (2020), Common European Framework of Reference for Languages: Learning, Teaching, Assessment.https://rm.coe.int/1680459f97
English Language Education Roadmap in Malaysia, The Roadmap 2015-2025, 1-430, http://eltc.moe.edu.my/roadmap/The%20Roadmap%202015-2025.pdf
Fisne, F. N.,Gungor, M. N., Guerra, L., & Goncalves, O.(2018), A CEFR-based Comparison of ELT Curriculum and Course Books used in Turkish and Portuguese Primary Schools, Novitas-ROYAL (Research on Youth and Language), 12(2), 129-151
Foley, J. A. (2019), Adapting CEFR for English Language Education in ASEAN, Japan and China., Assumption Journals, 101-117, ISSN: 1905-7725
https://core.ac.uk/reader/233618790
Hiranburana, H., Subphadoongchone, P., Tangkiengsirisin, S., Phoochaeoensil, S., Gainey, J., Thogsongsri, J., Sumonsriworakun, P., Somphong, M., Sappapan, P., & Taylor, P. (2018). Framework of Reference for English Language Education in Thailand, FRELE-TH,vol. 33
Hung, N. N. (2013). Vietnam’s National Foreign Language 20/20 Project: Challenges, Opportunities, and Solutions. http://bruneiusprogramme.org/wp-content/uploads/2013-Forum-Publications-Complete.63-65.pdf
Idris, M., & Raof, A. H. A. (2017). The CEFR rating scale functioning: An empirical study on self and peer assessments. Sains Humanika, 9(4-2), 11-17.
Kaewwichian, D., Jaturapitakkul, N. (2018), Self-perception of English Proficiency of Thai Lower Secondary EFL, rEFLections,25(2), 21-41
Karas, M., Faez, F. (2020), What level of proficiency do teachers need to teach English in different settings? Perceptions of Novice Teachers in Canada, The Electronic Journal for English as a Second Language,24(2), 1-21.
Kaur, P., Jian, M. Z. (2022) Asian Journal of Research in Education and Social Sciences,4(1), 138-145, https://doi.org/10.55057/ajress.2022.4.1.13
Kavakli, N. (2018), CEFR Oriented Testing and Assessment Practices in Non-formal English Language Schools in Turkey, Hacettepe Universitesi, Thesis, 1-241
http://www.openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/4383
Khair, A. H. M., Shah, P. M. (2021). ESL Teachers’ Perceptions on the Implementation of CEFR in Malaysian Primary Schools: Issues and Challenges. Journal of Advances in Education Research, 6(1), 31-48. https://dx.doi.org/10.22606/jaer.2021.61005
Lee, N. A. A., & Kassim, A. A. M. (2020), Implementation of Common European Framework of Reference for Languages-Aligned Assessment in Malaysian Secondary Schools. International Journal of Psychosocial Rehabilitation,24(1),747-757.
http://doi.10.37200/ijpr/v24i1/pr200178
Lee, N. A. A., Kassim, A. A. M., & Bakar, R. A. (2022). The CEFR-Aligned Curriculum Execution in Malaysia and Other Countries: A Conceptual Paper, Malaysian Journal of ELT Research, 19(1), 1-15
Moser, J. (2015). From a Knowledge-Based Language Curriculum to a Competency-Based One: The CEFR in Action in Asia. Asian EFL Journal (88) 1-29
Nawai, R., & Said, N. E. M. (2020). Implementation challenges of Common European Framework Reference (CEFR) in a Malaysian Setting: Insights on English Teachers’ Attitude. International Journal of Academic Research in Business and Social Sciences, 10(7), 28–41.
Negishi, M., Takada, T., & Tono, Y. (2013). A progress report on the development of the CEFR-J.Exploring Language Frameworks: Proceedings of the ALTE Kraków Conference In E. D. Galaczi, C.J. Weir (Eds.), pp. 135-163.
Nguyen, N. H. (2010) Innovations in English language education in Vietnam: Challenges,Opportunities and Solutions. Paper presented at the English for All-International Conference in TESOL, Hue, Vietnam
Nguyen, H. T., Wilkinshaw, I., & Pham, H. H. (2017) EMI Programs in a Vietnamese University: Language, Pedagogy and Policy Issues. In Fenton-Smith, B.,Humphreys, P., Wilkinshaw, I, (eds) English Medium Instruction in Higher Education in Asia-Pacific : Multilingual Education, Vol 21. Springer –Chem, 37-52
Nguyen, V. H., & Hamid, M. O. (2015). Educational Policy borrowing in a Globalized World: A Case Study of Common European Framework of reference for Languages in a Vietnamese University. Journal of English Teaching, Practice and Critique. 14(1), 60-74. Doi: 10.1108/ETPC-02-2015-0014
Nikolaeva, S. (2019). The common European Framework of Reference for Languages past, present and future. Advanced Education, 12, 12-20. DOI: 10.20535/2410-8286.154993
Piccardo, E., North, B., Maldina, E. (2019), Innovation and Reform in Course Planning, Teaching, and Assessment:The CEFR in Canada and Switzerland, A Comparative Study, Canadian Journal of Applied Linguistics, 22(1), 103-128.
Radzuwan, A. R., Shireena, B. A. R., Kamariah, Y. (2017). Reforms in the policy of English language teaching in Malaysia. Policy Futures in Education 15(1): 100-112.
Read, J. (2019). The influence of the Common European Framework of Reference (CEFR) in the Asia-Pacific Region. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 12-18.
Sabbir, F. (2019) Perceived View of Teachers Towards Pentaksiran Tingkatan Tiga (PT3) (Form Three Assessment) English Language: A Case Study, Asian Journal of University Education,15(3) 34-44. https://doi.org/10.24191/ajue.v15i3.7819
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.
Sidhu, G. K., Kaur, S., & Lee, C. J. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics 8(2): 452- 463.
Singh,C.K.S.,Singh,H.K.J.,Mulyadi,D.,Ong,E.T.,Masa Singh,T.S.,Mostafa,N.A., & Yunus,M.M., (2021), In-service Teachers’ Familiarisation of the CEFR-aligned School-based Assessment in the Malaysian Secondary ESL Classroom, Pertanika J.Soc. Sci. & Hum. 29(3), 179-201. https://doi.org/10.47836/pjssh.29.S3.10
Sukri, S. I. A., & Yunus, M. M. (2018). Delving into the contents of the Pro-ELT programme. International Journal of English and Education 7(3): 234-247
Sulaiman, N. (2021),Exploring English-language Teacher Emotions, Teaching Instructions and Professional Identity in the Context of ELT curriculum reform in Malaysia, Macquarie University, Thesis.1-195 https://doi.org/10.25949/21554997.v1
Supunya, N. (2022),Towards the CEFR Action-Oriented Approach:Factors Influencing its Achievement in Thai EFL Classrooms, 3L: Language, Linguistics, Literature® The Southeast Asian Journal of English Language Studies,28(2), 33-48.
Topala, I. H. (2019). CEFR-oriented probe into pronunciation: Implications for language learners andteachers. Journal of Language and Linguistic Studies, 15(2), 420-436
Tosun, F. U., Glover, P. (2020), How Do School Teachers in Turkey Perceive and Use the
CEFR? International Online Journal of Education and Teaching (IOJET),7(4), 1731-1739
Uri, N. F. M. (2021). CEFR in Malaysia: The Appropriacy of English syllabus and assessment, stakeholders' perspectives and challenges.UKM,1-299.
Uri, N. F. M., & Aziz, M. S. A. (2018), Implementation of CEFR in Malaysia: Teachers’ Awareness and the Challenges, 3L:The Southeast Asian Journal of English Language Studies, 24(3),168-183,http://doi.org/10.17576/3L-2018-2403-13
Yüce, E., & Mirici, I. H. (2019). A qualitative inquiry into the application of 9th grade EFL program in terms of the CEFR. Journal of Language and Linguistic Studies, 15(3), 1171-1187
N/A
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode