CEFR for languages and its effective implementation in secondary schools in Malaysia

Norshaidatul Md Nawawi

QR Code Link :
Type :	article
Subject :	L Education (General)
Main Author :	Norshaidatul Md Nawawi
Additional Authors :	Natasha Zuhaimi Khairunisa Sabu Nur Siti Rozaialaina Mahamud Nur Afiqah Moh Nasir
Title :	CEFR for languages and its effective implementation in secondary schools in Malaysia

Place of Production :	Tanjong Malim
Publisher :	Fakulti Pembangunan Manusia
Year of Publication :	2021
Corporate Name :	Universiti Pendidikan Sultan Idris
PDF Full Text :	Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris

The implementation and development of the Common European Framework of References (CEFR) have received recognition and enthusiasm in language learning globally. The purpose of the present study, therefore, is to investigate the effectiveness of the implementation of CEFR reference of language in other countries generally as well as in the Malaysian secondary schools specifically. The evaluation of Malaysian teachers’ perceptions toward the implementation of CEFR is substantially important to carry out the significant problems of implementing the framework. A systematic literature review was done to several research studies in Asian and especially Malaysia to achieve the fundamental research objectives. Despite the several challenges faced by English Second Language (ESL) teachers in implementing the framework. Therefore, it was found that CEFR has potentially improved in the language learning context.

References

Abdul Hakim, A.A.A., Radzuwan A. R., & Wan Z.W.Z. (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.I3307

Alismail, A.A., & McGuire, P. (2015). 21st century standards and curriculum: Current research and practices. Journal of Education and Practice, 6(6), 150-154.

Asian Correspondent (2015). https://asiancorrespondent.com/2015/04/thai-schools-adopt-european- frameworkto-boost-english-language proficiency/#9bRDEjS291IpdY2i.99. Accessed: October 16, 2017

Azman, H. (2016). Implementation and challenges of English Language Education Reform in Malaysian Primary Schools. 3L: The Southeast Asian Journal of English Language Students, 22(3), 65-78. doi:https://doi.org/10.17576/3L-2016-2203-05

Azizi, N.A. (2019, December 4). Shaping English language education in Malaysia. New Straits Times.

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.v8i2.13307

Byram, M., & Parmenter, L. (2012). The Common European Framework of Reference: The Globalisation of Language Education Policy. Bristol: Multilingual matters.

C. Alih., N.A., & Md. Yusoff, M.A. (2020). Teachers’ Knowledge and Belief on the CEFR Implementation in Malaysian ESL Classroom. International Journal of Multidisciplinary and Current Educational Research, pp. 126-134.

Council of Europe (2001), The Common European Framework of Reference for Language Learning Teaching Assessment. Cambridge University Publisher, Cambridge. English Language Education Reform in Malaysia: The Roadmap 2015-2025, 2016, pp. 5-6.

Darmi, R., Mat Saad, N. S., Abdullah, N., Puteh-Behak, F., Zakaria, Z. A., & Adnan, J. N. I. A. (2017). Teachers’ Views on Students’ Performance in English Language Proficiency Courses Via Cefr Descriptors. International E-Journal of Advances in Education, 3(8), 363–370. https://doi.org/10.18768/ijaedu.336688

Faez, F., Taylor, S.K., Majhanovich, S., & Brown, P. (2011). Teacher reactions to CEFR's task-based approach for FSL classrooms. Synergies Europe, 6, 109-120.

Fennelly, M.G. (2016). The influence of CEFR on English language education in Japan. Bull. Shikoku Univ, 46, 109–122. Retrieved from https://www.Shikoku-u.ac.jp/education/docs/A46p109-122.pdf

Foley, J.A. (2019). Issues on Assessment using CEFR in the Region. LEARN Journal: Language Education and Acquisition Research Network, 12(2), 28–48.

Hai, L.T.T. (2018). Impacts of Cefr-Aligned Learning outcome Implementation on Assessment Practice At Tertiary Level Education in Vietnam: an Exploratory Study. Journal of Social Science and Humanities, 127(6), 87–99. https://doi.org/10.26459/hueuni-jssh.v127i6B.4899

Kondakci, Y., Beycioglu, K., Sincar, M., and Ugurlu, C.T. (2017). Readiness of teachers for change in schools. International Journal of Leadership in Education, 20(2), 176–197. http://dx.doi.org/10.1080/13603124.2015.1023361

Krishnan, P.D. & Yunus, M.M (2019). Blended CEFR in Enhancing Vocabulary among Low Proficiency Students. Arab World English Journal (AWEJ), Special Issue on CALL (5), 141-153. doi: https://dx.doi.org/10.24093/awej/call5.11

Kachru, B. (1994). Englishization and contact linguistics. University of Illionois Press: World Englishes.

Lehman, W. E., Greener, J. M., & Simpson, D. D. (2002). Assessing organizational readiness for change. Journal of substance abuse treatment, 22(4), 197–209. https://doi.org/10.1016/s0740-5472(02)00233-7

Mohd Don, Z. & Abdullah, M.H. (2019, May 22). The Reform of English Language Education in Malaysia – Free Malaysia Today, 23 Mei 2019. Kementerian Pendidikan Malaysia.

Mihat W. (2015). The English Language Curriculum in Malaysian Indigenous Primary Classrooms: The Reality and the Ideal. 3L: The Southeast Asian Journal of English Language Studies, 21(3), 1 – 12.

MOE. (2015). Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education). Putrajaya, Malaysia.

Mohamad Uri, N.F. & Abd Aziz, M.S. (2018). Implementation of CEFR in Malaysia: Teacher’s awareness and the challenges. In 3L: The Southeast Asian Journal of English Language Studies, 24 (3). 168-183. doi:https://doi.org/10.17576-2018-2403-13

Musa, N. C., Lie, K. Y., & Azman, H. (2012). Exploring English language learning and teaching in Malaysia. GEMA Online Journal of Language Studies, 12(1), 35–51.

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 & Critique, 14(1), 60–74. doi: https://doi.org/10.1108/ETPC-02-2015-0014

Nhung, P.T.H. (2017). Chapter 6. Applying the CEFR to renew a general English curriculum: Successes, remaining issues and lessons from Vietnam. In North Brian (Ed.) Critical, constructive assessment of CEFR-informed language teaching in Japan and beyond (pp. 97–117). Cambridge: Cambridge University Press.

Rafferty, A. E., Jimmieson, N. L., & Armenakis, A. A. (2013). Change Readiness: A Multilevel Review. Journal of Management, 39(1), 110–135. https://doi.org/10.1177/0149206312457417

Sabbir, F.B. (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.

Shazali, S.S., & Hashim, H. (2018). Challenges in Using Frog VLE in Teaching English to ESL Learners: A Review of Past Studies. Journal of Counselling and Educational Technology, 1(1), 2018, 1-4. doi: https://doi.org/10.32698/0101

Sidhu, G.K., Kaur, S., & Lee, J.C. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8(2), 452-463. doi:https://doi.org/10.17509/ijal.v8i2.13311

Shulgina, T., & Sagaran, G. (2017). A Survey of English Language Teaching in Higher Institutions of Learning in Kuala Lumpur Malaysia. Preprints, November, 1–4. https://doi.org/10.20944/preprints201711.0013.v1

Tono, Y. (2017). The CEFR-J and its impact on English language teaching in Japan. JACET International convention selected papers, 4, 31–52.

Tono, Y. (2019). Coming Full Circle – From CEFR to CEFR-J and back. CEFR Journal-Research and Practice. Japan Association for Language Teaching (JALT); CEFR & Language Portfolio. SIG.ISSN 2434-849X, 3, 5-17.

Winardi & Prianto, A. (2016). Various determinants of individual readiness to change and their effects on the teachers’ performance (A study on certified teachers in Jombang Regency East Java, Indonesia). IOSR Journal of Business and Management, 18(2), 22-32. https://doi.org/10.9790/487X-18212232

Zayim, M., & Kondakci, Y. (2015). An exploration of the relationship between readiness for change and organizational trust in Turkish public schools. Educational Management Administration & Leadership, 43(4), 610–625.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page