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Journal of Advances in Education Research
JAER > Volume 6, Number 1, February 2021

ESL Teachers’ Perceptions on the Implementation of CEFR in Malaysian Primary Schools: Issues and Challenges

Download PDF  (231.8 KB)PP. 31-48,  Pub. Date:December 20, 2020
DOI: 10.22606/jaer.2021.61005

Author(s)
Aina Hartini Mohamad Khair, Parilah Mohd Shah
Affiliation(s)
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia
Abstract
This study aims to investigate the English teachers’ views on the CEFR-aligned curriculum adoption in Malaysian primary ESL classroom. This paper intends to investigate the challenges surrounding teachers’ pedagogical practices on CEFR-based incorporated lesson. The study employs a quantitative approach where data were collected via survey questionnaires which is adapted and distributed to ESL primary school teachers in Malaysia via random purposive sampling. A descriptive statistic was used to analyse the quantitative data. The findings revealed that most of the teachers admitted having limited knowledge and minimum exposure on the CEFR implementation. Yet, they perceived positive perceptions on the revised CEFR-aligned curriculum adoption despite facing some difficulties and challenges. Teachers’ perceptions are vital for the authorities and policy makers to review and provide measures to ensure that stakeholders are fully prepared and capable to incorporate CEFR successfully and effectively in English language education.
Keywords
teacher perceptions, Common European Framework of Reference (CEFR), English language curriculum, education reforms, challenges
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