Assessing CEFR-Readiness Test in Malaysian ESL Classroom: An Insight from English Language Teachers in Pulau Pinang
DOI:
https://doi.org/10.37134/ajatel.vol12.1.1.2022Keywords:
Common European Framework of References, CEFR-Readiness Test, Language proficiencyAbstract
Malaysian education has undergone several changes since the implementation of Malaysia Education Blueprint (MEB) 2013-2025. The reformation of MEB has brought Common European Framework of References (CEFR) in Malaysian English Language Teaching (ELT). The implementation of CEFR was perceived as a great platform that can improve the standard of ELT in the country to be at the global standard. Realising this aspiration, the government proposed to relook and redevelop the proficiency among English language teachers. Hence, CEFR-Readiness Test was administered to measure the language proficiency level among the English language teachers in accordance with CEFR level descriptors. This paper will be looking into the awareness and the views of teachers towards the implementation of CEFR-Readiness Test. In addition, this study also will delve into looking at the Continuous Quality Improvement (CQI) measures that can be taken to improve the CEFR-Readiness Test based on the perspectives of secondary school teachers. The data was collected through mixed method approach by using the questionnaires and open-ended questions in the questionnaire to address the research objectives of the study. This study concluded that ESL teachers have a high level of awareness towards the implementation of CEFR-Readiness Test. However, they posited a negative view towards CEFR-Readiness initiative in measuring their language proficiency. Hence, several improvement measures like facilities improvement, task redesign, teachers’ training and time allocation have been proposed in the findings of the research. The findings of the research will be useful in upgrading the quality control of assessment tools pertaining to CEFR in Malaysian education context.
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