ESL Teachers’ Views on the Implementation of CEFR in Reading Skill
Abstract
One of the most essential elements of learning English is the ability to read fluently. Mastering reading skills among ESL (English as a Second Language) learners is important in this global environment as it helps to widen their vocabulary acquisition and gradually helps them to enhance their other language skills. Although there is a large volume of published studies describing the implementation of CEFR (Common European Framework of Reference) in the English education system, these studies have not dealt with the implementation of CEFR specifically in reading skill. Thus, this study aims to find out more about ESL teachers’ views on the implementation of CEFR in reading skill. Besides that, the findings of the study will be able to identify the current arising issues or challenges in the teaching of reading skill. Data for this study was gathered through an online survey which was participated by 42 primary ESL teachers from Negeri Sembilan. The findings revealed that primary ESL teachers have mixed views on the implementation of CEFR in reading skill in terms of applicability. Although, the findings suggest that CEFR improves ESL learners’ reading skills, the results revealed that there is a need to adapt and modify CEFR related reading texts to fit in the Malaysian context with a local touch. Thus, the findings of this study provide useful information for other researchers who are interested in analysing the need of adapting the CEFR textbooks and reading texts to be in line with the Malaysian context.
Downloads
References
Ahmad, S.R. (2016). Importance of English communication skills. International Journal of Applied Research, 2(3),478-480.
Chandran, Y., & Shah, P. M. (2019). Identifying learners’ difficulties in ESL reading comprehension. Creative Education, 10(13), 3372-3384.https://doi.org/10.4236/ce.2019.1013259
Grabe, W. (2009). Reading in a second language (moving from theory to practice). Cambridge University Press.
Hadi, M. L. A., & Shah, M. P. (2020). Malaysian ESL Teachers‟ Perception towards CEFR-Aligned Textbooks International Journal of New Technology and Research (IJNTR), 6, 73-79. https://doi.org/10.31871/IJNTR.6.10.23
Ishak, W. I. W., & Mohamad, M. (2018). The Implementation of Common European Framework of References (CEFR): What Are the Effects Towards LINUS Students’ Achievements?. Creative Education, 9(16), 2714-2731. http://dx.doi.org/10.4236/ce.2018.916205
Jeffes, B. (2016). Raising the reading skills of secondary-age students with severe and persistent reading difficulties: evaluation of the efficacy and implementation of a phonics-based intervention programme. Educational Psychology in Practice, 32(1), 73-84.
Kamarrudin, M. B., & Mohamad, M. B. (2019). The Impact of Cefr-Aligned Curriculum on Year2 Intermediate Pupils’ Lbi Reading Screening. Opción: Revista de Ciencias Humanas y Sociales, 35(20), 866-884.
Khair, A. H. M., & Shah, P. M. (2021). ESL Teachers’ Perceptions on the Implementation of CEFR in Malaysian Primary Schools: Issues and Challenges. Journal of Advances in Education Research, 6(1), 31.
Lo, Y. Y. (2018). English Teachers’concern On Common European Framework Of Reference For Languages (Cefr): An Application Of Cbam. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(1), 46-58.
Maleng, A. V., & Hartati, E. (2021). Implementing Group Investigation to Learn Reading for Senior High School Students. Language Circle: Journal of Language and Literature, 15(2), 183-192. https://doi.org/10.15294/lc.v15i2.26453
Marzaini, A. F. B. M., & Yusoff, S. B. M. (2022). Assessing CEFR-Readiness Test in Malaysian ESL Classroom: An Insight from English Language Teachers in Pulau Pinang. Asian Journal of Assessment in Teaching and Learning, 12(1), 1-9. https://doi.org/10.37134/ajatel.vol12.1.1.2022
Phoolaikao, W., & Sukying, A. (2021). Insights into CEFR and its Implementation through the Lens of Preservice English Teachers in Thailand. (Doctoral dissertation), Mahasarakham University.
Shukor, E. A., & Sulaiman, N. A. (2022). ESL Teachers’ Attitude and Motivation towards CEFR Implementation. International Journal of Academic Research in Business & Social Sciences, 12(6), 2022, 62 – 72. http://dx.doi.org/10.6007/IJARBSS/v12-i6/13951
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).
http://dx.doi.org/10.17576/3L-2018-2403-13
Uri, N.F.M & Abd Aziz, M.S.A.(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.
Yin, N. H., & Ahmad, M. Z. (2021). Secondary School English Teachers’knowledge And Practice On Cefr-Aligned English Curriculum. Asia Pacific Journal Of Educators And Education, 36(1).
