ISSN: 2222-6990
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Before gaining its independence, several English Language policy reforms have been introduced to Malaysia's education system. The main reason for the changes would be the need to master the English Language skill, as they greatly influence how Malaysia education system policies are being implemented. There is a growth of the need to improve in mastering the language, coming from the public and private education sector. Hence, it is necessary to prepare the English teachers to be aligned with the Malaysia Education Blueprint (MEB) 2013 – 2025, which introduced the Common European Framework of Reference (CEFR) for languages as guidance in teaching and learning the English language in schools. It was also reported that during the first Cambridge Placement Test, which was aligned with the CEFR in 2012, 70% of the English teachers failed to reach C1 or C2 level (high mastery). There was a total of 61,000 who sat for the test. Henceforth, this study is conducted to investigate the level of proficiency of the practicum teacher candidates according to the Common European Framework of Reference for Languages (CEFR). Thirty respondents were chosen to sit for Aptis Remote, administered by the British Council. The results from the Aptis test revealed that 30% of the candidates passed the test with grade C1, the minimum level of proficiency set by the Ministry of Education Malaysia (MoE). Future research directions are proposed in consideration of developing an incentive programme for teachers and introducing a reliable testing tool linked to CEFR level to assess and monitor the level of proficiency of practicum teachers.
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