ISSN: 2222-6990
Open access
This study aims to investigate the challenges faced by English teachers’ regarding the implementation of the Common European Framework of Reference for Languages (CEFR) in Sarawak rural primary schools. It also aims to further identify the extent of their awareness in recognising the government’s vision for the framework to take effect. Research data were collected through a questionnaire survey completed by 60 English rural primary school teachers. The findings suggest that most of them have had limited awareness of and exposure to CEFR. Nonetheless, they were optimistic that the framework is essential to improve the level of English proficiency among learners in a rural setting. The major challenges discovered were teachers’ attitudes and readiness as well as lack of training provided by the education authorities which formed a barrier to successful integration of CEFR in the classroom. The implications of the study are also discussed by addressing the urgent need for teachers to be rigorously trained with the framework and to allocate ample preparation time and design sufficient relevant materials prior to its nation-wide introduction and integration in the curriculum.
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In-Text Citation: (Nawai & Said, 2020)
To Cite this Article: 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.
Copyright: © 2020 The Author(s)
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