ISSN: 2226-6348
Open access
The presence of several Innovative Pedagogy principles in Common European of References (CEFR) particularly through the inclusion of Differentiation Strategies and Formative Assessment has encouraged a creative and innovative teaching and learning environment among Malaysian English teachers and pupils. There is a lack of priority towards an effective practice of Differentiation Strategies and Formative Assessment in a CEFR lesson due to the focus on merely achieving the learning standards. CEFR has received a mixed review from educators and test developers due to a lack of understanding of the framework. This situation has directly affected the pedagogy process, especially in the insertion of differentiation strategies and formative assessment. In relation to this, this paper aims to present the perspective of implementing innovative teaching and learning approaches in CEFR while highlighting the embodiment of the principles of innovative pedagogy through Differentiation Strategies and Formative Assessment recommended in the Schemes of Work. By understanding this, educators could make attempts in implementing these new approaches in their own classroom context, especially to the current generation of pupils in order to promote more active learners. It is hoped that these new approaches could yield better achievements among the pupils.
Aziz, A., Rashid, R., & Zainudin, W. (2018). The enactment of the Malaysian Common European framework of Reference (CEFR): National master trainer’s Reflection. Indonesian Journal of Applied Linguistics, 8(2), 409-417, doi: https://doi.org/10.17509/ijal.v8i2.13 307.
Abd Samad, N., & Haron, Z. (2021). Formative Assessment: Master Trainers' Attitude and Practice. The English Teacher, 50(1), 1-13.
Aziz, A. H. A. A., Ab Rashid, R., & Zainudin, W. Z. W. (2018). The enactment of the Malaysian Common European Framework of Reference (CEFR): National master trainer’s reflection. Indonesian Journal of Applied Linguistics, 8(2), 409-417.
Burkett, J. A. (2013). Teacher Perception on Differentiated Instruction and Its Influence on Instructional Practice. ProQuest LLC, Ph.D. Dissertation, Oklahoma State University
Chen, Z., Jiao, J., & Hu, K. (2021). Formative assessment as an online instruction intervention: Student engagement, outcomes, and perceptions. International Journal of Distance Education Technologies (IJDET), 19(1), 1-16.
Council of Europe. (2001), The Common European Framework of Reference for Language Learning Teaching Assessment, Cambridge University Publisher, Cambridge. (Google Scholar) English Language Education Reform in Malaysia: The Roadmap 2015-2025, 2016, pp. 5-6).
Council of the European Union. (2018). Council Recommendations on Key Com. Official
Journal of the European Union. C189/1-C189/13.
DIez-Bedmar, M. B., & Byram, M. (2019). The current influence of the CEFR in secondary education: teachers’ perceptions. Language, Culture and Curriculum, 32(1), 1-15.
Elmahdi, I., Al-Hattami, A., & Fawzi, H. (2018). Using Technology for Formative Assessment to Improve Students' Learning. Turkish Online Journal of Educational Technology-TOJET, 17(2), 182-188.
Erickson, C. (2010). Differentiated Instruction: Applying the Work of C.A. Tomlinson in the Primary Literacy Classroom. MEd. Project, University of Victoria.
Green, A. (2018). Linking tests of English for academic purposes to the CEFR: The score user’s perspective. Language Assessment Quarterly, 15(1), 59-74.
Herodotou, C., Sharples, M., Gaved, M., Kukulska-Hulme, A., Rienties, B., Scanlon, E., & Whitelock, D. (2019). Innovative Pedagogies of the Future:An Evidence-Based Selection. Competences for Lifelong Learning. Brussel: Council of the European Union.
Kok, N. M., & Aziz, A. A. (2019). English language teachers’ perceptions on the implementation of CEFR-aligned curriculum among primary schools in Malaysia. In Seminar Wacana Pendidikan (212-222).
Dass, L. C., Hay, T., & Harisha, Z. H. (2021) Project Zero: A Framework for Innovative Pedagogy in the Teaching of English in Malaysia? Malaysian Journal of ELT Research, Vol. 18(1), pp. 17-35.
Le, H. T. T. (2018). Impacts of the CEFR-aligned learning outcomes implementation on assessment practice. Hue University Journal of Science: Social Sciences and Humanities, 127(6B), 87-99.
Le, T. T. H. (2018). Impacts of CEFR-aligned learning outcome implementation on assessment practice at tertiary level education in Vietnam: An exploratory study. In Hue University Journal of Science: Social Sciences and Humanities. Vol 127: No 6B. Pp 87-99. Doi: 10.26459/hueuni-jssh.v127i6B.4899
Ikhwan, M. H. I., & Dr Azlina, A. A. (2019). Ts25 School Teachers’ Perceptions of Differentiated Learning in Diverse Esl Classrooms. Journal of Education and Social Sciences. 13(1).
Ikhwan, M. H. I., & Azlina, A. A. (2019) TS25 School teacher’s perceptions of differentiated learning in diverse ESL Classrooms. Journal of Education and Social Sciences. 13(1) 95-107.
Hasrul, M. K., Hazita, A., & Azizah, M. A. (2017). Differentiated Instruction Strategies in English Language Teaching for Gifted Students. Journal of Applied Environmental and Biological Science, 7(1S), 78-90
Nhung, P. T. H. (2019). Implementing the CEFR at a Vietnamese university—General English language teachers’ perceptions. CEFR Journal, 41, 41-67.
Nurhaliza, N. (2021). Instructors’ views towards curriculum implementation of cefr in language development center. Aplinesia (Journal of Applied Linguistics Indonesia), 4(1), 17-22.
Nurhijah, S. S., Wulan, A. R., & Diana, S. (2020). Implementation of formative assessment through oral feedback to develop 21st century critical thinking skills of student on plantae learning. In Journal of Physics: Conference Series (Vol. 1521, No. 4, p. 042021). IOP Publishing.
Farehah, N. M. U., & Sallehhudin, M. A. A. (2018). Implementation of CEFR in Malaysia: Teacher’s awareness and the challenges. In 3L: The Southeast Asian Journal of English Language Studies. Vol 24 (3). Pp 168-183. Doi: 10.17576-2018-2403-13
Ozan, C., & Kincal, R. Y. (2018). The effects of formative assessment on academic achievement, attitudes toward the lesson, and self-regulation skills. Educational Sciences: Theory and Practice, 18(1), 85-118.
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).
Sidhu, G. K., Kaur, S., & Chi, L. J. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8(2), 452-463.
Sidhu, G. K., Kaur, S., & Lee, J. C. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. In Indonesian Journal of Applied Linguistics. Vol 8: No 2. Pp 452-463. Doi: 10.17509/ijal.v8i2.13311
Shepard, L. A. (2017). Formative assessment: Caveat emptor. In The future of assessment (pp. 279-303). Routledge.
Scheme of Work. (2019). Kurikulum Standard Sekolah Menengah. Kementerian Pendidikan Malaysia.
The Roadmap. (2015). English Language Education Reform in Malaysia. English Language Standards and Quality Control; Ministry of Education Malaysia
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Assoc. for Supervision and Curriculum Development
Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids, Alexandria, VA: Assoc. for Supervision and Curriculum Development
Uri, N. F. M., & Abd Aziz, M. S. (2018). Implementation of CEFR in Malaysia: Teachers’ Awareness and the Challenges. 3L: Language, Linguistics, Literature®, 24(3).
Uri, N. F. M., & Abd Aziz, M. S. (2019). Teachers’ evaluation of the suitability of reading syllabus specifications to the CEFR. Journal of English Language Teaching and Applied Linguistics, 1(1), 32-44.
Uri, N. F. M., & Abd Aziz, M. S. (2020). Ascertaining the Suitability of Writing Syllabus Specifications to the CEFR: Subject Matter Experts’ Perspectives. Issues in Language Studies, 9(1), 1-1
In-Text Citation: (Sadhasivam et al., 2023)
To Cite this Article: Sadhasivam, S., Michael, M. V. P., Mohamad, M., & Yunus, M. M. (2023). The Importance of Innovative Teaching and Learning Approaches in the Implementation of CEFR: A Literature Review. International Journal of Academic Research in Progressive Education and Development, 12(2), 1817–1828.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (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