ISSN: 2226-6348
Open access
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.
Abdul Aziz, A. A. A., Ab Rashid, R., & Wan Zainudin, W. Z. (2018). The enactmen of the Malaysian common European framework of reference (CEFR): National master trainer’s reflection. Indonesian journal of applied linguistics. 8(2), 409- 417.
Abdul Aziz, A., Narayanasamy, J., Mohamad, M., & Hameed, H. A. (2019). Student- Teachers’ Experiences in Creating Oral History Texts. 3L: The Southeast Asian Journal of English Language Studies, 25, 79-89.
Abdul Aziz, M., & Makhtar, R. (2021). TESL in-service teachers' experiences when evaluating an oral history workbook.3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies. 27 (3), 56-72.
Abdul Rahim, H., & Daghih, A. J. (2019). Locally-developed vs. Global Textbooks: An evaluation of Cultural Content in Textbooks Used in ELT in Malaysia. Asian Englishes. 22(3): 317-331
Ahamat, M. I., & Kabilan, M. K. (2022)Materialadaptationamongruralprimaryschool English language teachers. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies. 28 (1), 90-102.
Aizat, M., & Musa, K. (2020). Tahap Profesionalisme guru sekolah kebangsaan di Semenanjung Malaysia. Management Research Journal. 9(2), 37-45
Al-Hadi, M. L., & Shah, M. P. (2020). Malaysian ESL teachers’ perception towards CEFR-Aligned textbooks. International journal of new technology and research. 6(10):73-79.
Alih, N. A. C., Yusoff, M. A., & Abdul Raof, A. H. (2020). Teachers’ knowledge and belief on the CEFR Implementation in Malaysian ESL classroom. Internasional Journal of Multidisciolinary and Current Educational Research. 2(5) : 126-134.
Aman, Z. (2021). Teachers’ perceptions toward the implementation of CEFR- Aligned textbook in secondary school. Thesis Ijazah Sarjana Muda Pendidikan (TESL). Universiti Teknologi Malaysia.
Aripin, M. A., & Yusoff, A. K. (2022). Level One English Language Teachers’ Evaluation of the Quality and Suitability of the Super Minds CEFR Textbook for Local Use by Malaysian Pupils. IIUM Journal of Educational Studies, 10(1), 114–140.
Agustina, N., & Kencana, N. (2023). The cultural content and intercultural communicative competence in the global and local textbooks used in Indonesian EFL classes. Journal on English as a Foreign Language. 13(1):242-264.
Bahagian Pembangunan Kurikulum. (2016). Buku Penerangan Kurikulum Standard Sekolah Menengah. Putrajaya: Kementerian Pendidikan Malaysia.
Calafato, R. (2021). Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia. Teaching and Teacher Education. 105.
Calafato, R., & Simmonds, K. (2022). Linkages between literary response, aesthetic competence, and literary competence in the EFL classroom. Studies in Educational Evaluation. 75.
Chong, G., & Yamat, H. (2021). Teachers’ implementation of CEFR-aligned curriculum: A preliminary study. Journal of English Teaching and Applied Linguistics. 3(3): 5-9.
Cuesta, L. C., & Beltron, A. Q. (2022). Using digital comic for enhancing EFL Vocabulary learning during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research. 21(5), 478-491.
Demirel, I. F., & Fakazl?, O. (2021). A CEFR-based comparison of English and Turkish Language teaching course books in terms of speaking and writing skills. Kuramsal Eg?itimbilim Dergisi [Journal of Theoretical EducationalScience], 14(2), 167-185.
Goh, Y. T., & Abdul Aziz, A. (2020). Using Pulse 2 to teach and assess Malaysian pupil’s speaking skill. International Journal of Publication and Social Studies. 5(1), 55- 68.
Gopal, R., Maniam, M., & Nallaluthan, K. (2023). Measuring Malaysian lower secondary learners’ reading ability on a CEFR-Aligned text. Studies in English Language and Education. 10(2), 614-627.
James, P. R., & Abdul Aziz, A. (2020). Perceptions and Expectancies of Malaysian Students on Cultural Elements in Foreign textbooks. International Journal of Academics Research in Businesss & Social Sciences. 10(4),214-231.
Johar, N. A., & Abdul Aziz, A. (2019). Teachers’ Perceptions on using the Pulse 2 Textbook. Journal of Educational Research and Indigineous Studies. 2(1),1- 15
Kementerian Pendidikan Malaysia. (2019). Teacher guide implementing the CEFR- aligned curriculum planning and managing learning. http://eltc.edu.my/cefrguide.php
Koh, L. H., & Abdul Rahman, S. (2021). Pengajaran dan pembelajaran atas talian: Stress dan Intervensi menangani stress. In Prosiding Seminar Pendidikan Negara. 7, 2072-2082.
Lukas, A. B., Patrik, F. I. A., Chong, G., Jaino, N., & Yunus, M. M. (2020). Using U-NO- ME Card Game to Enhance Primary One Pupil’s Vocabulary. International Journal of Learning, Teaching and Education Research. 19(5), 304-317.
Khair, M. A. H., & Shah, M. P. (2021). ESL teachers’ perceptions on the implementation of CEFR in Malaysian Primary Schools: Issues and challenges. Journal of Advance in Education Research. 6(1), 31-48.
Alias, M. D. I., Abdul Raof, A. R., & Abdullah, T. (2021). Teaching CEFR-aligned Writing to Young Learners: Practices and Voices of teacher. Pertanika Journal of Social Sciences & Humanities. 29(3), 351-368.
Noor, M. N., & Nasri, M. N. (2021). Persepsi guru kimia terhadap perlaksanaan Project Based Learning (PBL) for KSSM Chemistry Subjects. Jurnal Dunia Pendidikan. 3(2), 433-448.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement.
Muhamad Uri, N. F., & Abd Aziz, M. S. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the challenges. 3L: The Southeast Asian Journal of English Language Studies. 24(3),1-6.
Muzakky, M. (2021). Teachers’ perception towards the Use of Beyond International textbook. Journal of languages and literature. 177-182.
Ng, H. Y., & Ahmad, M. Z. (2021). Secondary school English teachers’ knowledge and practice on CEFR-aligned English curriculum. Asia Pacific Journal of Educators and Education, 36(1), 75–91.
Oi, Y. (2018). The relationship between writing tasks and CEFR CAN-DO Lists in terms of task difficulty. Journal of Pan-Pacific Association of Applied Linguistics, 22(2), 53-70.
Sahib, F. H., & Stapa, M. (2021). The Impact of Implementing the Common European Framework of Reference on Language Education: A Critical Review. Internasional Journal of Academic Research in Business and Social Sciences.
Sjahrony, A., Lubis, M. A., & Yusoff, N. M. R. N. (2017). Kepentingan kebolehbacaan buku teks dalam dunia pendidikan. ASEAN Comparative Education Research Journal on Islam and Civilization (ACER-J), 1(1), 25-40.
Srinivasan, V., & Murthy, H. (2021). Improving reading and comprehension in K-12: Evidence from a large-scale AI technology intervention in India. Computers and Education: Artificial Intelligence. 2.
Thirunavukarasu, I., & Harun, R. N. S. (2021). The effects of cultural based text types in reading comprehension. Journal of Nusantara Studies. 6(1), 1-23.
Towns, S.G. (2020). Which word list should I teach? Using word list to support textbook vocabulary instruction. Thaitesol Journal. 33(1), 20-35.
Ustunbas, U., & Ortactepe, D. (2016). EFL learners’ use of formulaic language in oral assessments: a study on fluency and proficiency. Hacettepe Journal of Education. 31(3), 578-592.
Wan Nazari, W. A. A., & Abdul Aziz, A. (2020). Content analysis of PULSE 2 textbook’s reading texts. International of Applied Science and Engineering Review. 1(6), 68-90.
Yamat, H., & Kartar Singh, A. K. K. (2016). What primary school teacher say about their beliefs on teaching and learning of English as a Second Language (ESL). Jurnal Pendidikan Malaysia. 41(2), 125-130.
Ya Shak, M. S., Arumugam, Y., Yashak, A., & Nordin, U. M. U. K. (2023). Introducing foreign cultural content from PULSE 2 to Students: Malaysian ESL teachers’ experiences. International Journal of Academic Research in Business and Social Sciences. 13(5), 886-901.
Yin, E. L., & Huat, K. T. (2021). Project based learning in teaching Mandarin as foreign language: Theory to Practice. International Journal of Academic Research in Business & Social Sciences. 11(4), 542-551.
Abidin, Z. N., & Hashim, H. (2021). Common European Framework of Reference (CEFR): a review on teachers’ perception & plurilingualism. Scientific research publishing. 12, 727-736.
(Zulkiply & Nasri, 2024)
Zulkiply, D. I. N., & Nasri, N. M. (2024). The Use of CEFR-Aligned Textbooks among English Language Teachers: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 13(2), 816–836.
Copyright: © 2024 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 seenavc at: http://creativecommons.org/licences/by/4.0/legalcode