AN ANALYTICAL REVIEW OF THE INTEGRATION OF THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) IN ENGLISH LANGUAGE EDUCATION IN AN ASIAN CONTEXT: BENEFITS AND CHALLENGES
Main Article Content
Abstract
This analytical review explores the benefits and challenges associated with integrating the Common European Framework of Reference for Languages (CEFR) into English language education systems across six Asian countries, namely Japan, China, Indonesia, Malaysia, Thailand, and Vietnam, based on existing research. The study employs a systematic review of the data collected from 37 available relevant studies. The findings reveal eight key benefits, including: adaptability to local contexts, comprehensive language assessment, promotion of language proficiency improvement, enhanced consistency in assessment, improved teaching and curriculum design, enhancement of educational quality, encouragement of professional development, and alignment with international standards. The study identifies nine prominent challenges: the need for more specific adaptations, significant gaps between current proficiency levels and expected learning outcomes, misconceptions about assessment, disparities in teachers’ English proficiency, lack of understanding and awareness of CEFR, insufficient training and support for teachers, limited stakeholder support, difficulties in designing classroom activities, and shortages of teaching resources. Consequently, the research results emphasize the optimization of the benefits of CEFR integration for Asian learners and propose recommendations for the identified challenges.
Article Details
Keywords
CEFR, language proficency, language education, English language, Asia
References
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Bakar, E. (2020). Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR. International Journal of Modern Languages and Applied Linguistics, 4(2), 84-97. https://doi.org/10.24191/ijmal.v4i2.7975.
Byram, M., & Parmenter, L. (Eds.) (2012). The Common European Framework of Reference: The Globalization of Language Education Policy. Multilingual Matters.
Charttrakul, K., & Damnet, A. (2021). Role of the CEFR and English Teaching in Thailand: A Case Study of Rajabhat Universities. Advances in Language and Literary Studies, 12(2), 82-89. http://dx.doi.org/10.7575/aiac.alls.v.12n.2.p.82
Council of Europe. (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.
Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, teaching, assessment. Companion volume with new descriptors. Council of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Figueras, N. (2012). The impact of the CEFR. ELT Journal, 66(4), 477-485. https://doi.org/10.1093/elt/ccs037.
Foley, J. (2019a). Adapting CEFR for English language education in ASEAN, Japan and China. The New English Teacher, 13(2), 101-117.
Foley, J. (2019b). Issues on Assessment Using CEFR in the Region. LEARN Journal: Language Education and Acquisition Research Network, 12(2), 28-48. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/195583
Franz, J., & Teo, A. (2018). ‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR. RELC Journal, 49(3), 322-338. https://doi.org/10.1177/0033688217738816.
Le, T. T. H. , & Pham, T. H. N. (2019). Implementing the CEFR at a Vietnamese university - General English language teachers’ perceptions. CEFR Journal, 41, 41-67. https://doi.org/10.37546/JALTSIG.CEFR1-4
Kanchai, T. (2019). Thai EFL University Lecturers’ Viewpoints towards Impacts of the CEFR on their English Language Curricula and Teaching Practice. NIDA Journal of Language and Communication, 24(35), 23-47. Retrieved from https://so04.tci-thaijo.org/index.php/NJLC/article/view/202420/141238
Kikuchi, K. (2013). Demotivators in the Japanese EFL Context. In T. A. Matthew, D. S. Dexter, & F. Terry(Eds.), Language Learning Motivation in Japan (pp. 206-223). Multilingual Matters.
Maryo, F. A. (2021). The Issues of the Implementation of CEFR in Indonesia. Aplinesia (Journal of Applied Linguistics Indonesia), 5(1), 18-22. https://doi.org/10.30595/aplinesia.v5i1.12080.
Miqawati, A. H., Wijayanti, F., & Ismailia, T. (2023, January). Adopting CEFR for English Language Learning in Indonesia to Support 21st Century Skills. In Proceedings of the 3rd International Conference on Social Science, Humanity and Public Health (p. 105-111). Banyuwangi, East Java, Indonesia. http://dx.doi.org/10.4108/eai.5-11-2022.2326530
Mohammed, N. A., Raof, A. H. A., & Yusof, M. A. M. (2021). Challenges in Implementing the CEFR in English language classrooms. LSP International Journal, 8(2), 115-128. https://doi.org/10.11113/lspi.v8.17977
Nagai, N., Ayano, S., Okada, K., & Nakanishi, T. (2013). Adaptation of the CEFR to Remedial English Language Education in Japan. Language Learning in Higher Education, 2(1), 35-58. https://doi.org/10.1515/cercles-2012-0003
Nawai, R., & Said, N. E. M. (2020). Implementation Challenges of Common European Framework Reference (CEFR) in a Malaysian Setting: Insights on English Teachers’ Attitude. International Journal of Academic Research in Business and Social Sciences, 10(7), 28-41. https://doi.org/10.6007/ijarbss/v10-i7/7394
Nguyen, D. K. (2018). Today’s teachers’ CEFR competence in the classroom – a view of critical pedagogy in Vietnam. Theoria et Historia Scientiarum, 15, 121- 138. http://dx.doi.org/10.12775/ths.2018.008
Nguyen, T. H. (2018). Problems in Assessing End-of-Term English Competence Towards the Vietnamese Framework of 6 Competence Levels at a University in Hanoi. VNU Journal of Foreign Studies, 34(6), 39-47. Retrieved from https://vjol.info.vn/index.php/NCNN/article/view/39512
Nguyen, V. H., & Hamid, M. O. (2015). Educational Policy Borrowing in a Globalized World. English Teaching: Practice & Critique, 14(1), 60-74. https://doi.org/10.1108/ETPC-02-2015- 0014.
Nguyen, V. H., & Hamid, M. (2020). The CEFR as a National Language Policy in Vietnam: Insights from a Sociogenetic Analysis. Journal of Multilingual and Multicultural Development, 42, 650-662. https://doi.org/10.1080/01434632.2020.1715416.
Negishi, M., Takada, T., & Tono, Y. (2013, January). A Progress Report on the Development of the CEFR-J. In Evelina D. G. & Cyril J. W. (Eds). Exploring language frameworks: Proceedings of the ALTE Kraków Conference July 2011 (Studies in Language Testing) (pp. 135-163). Cambridge University Press.
North, B. (2007). The CEFR in Practice. Cambridge University Press.
Novawan, A., Tosalem, S. M. P. A., Binarkaheni, S., & Mariana, E. R. (2023). Reflecting on the Common European Framework of Reference for Languages: Learning, Teaching, and Assessment (CEFR) in the Indonesian Context. Journal of English in Academic and Professional Communication, 9(1), 1-10. https://doi.org/10.25047/jeapco.v9i1.3754
Piccardo, E. (2020). The Common European Framework of Reference (CEFR) in Language Education: Past, present, and future. TIRF: Language Education in Review Series, 15, 1-13. Retrieved from https://www.tirfonline.org/resource/2020-march-the-common-european-framework-of-reference-cefr-in-language-education-past-present-and-future/
Prajapati, M. (2022). Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers. Integrated Journal for Research in Arts and Humanities, 2(6), 291-296. Retrieved from https://www.hemchandracharyaejournal.com/user/image/january-20242c-volume-82c-issue-15.pdf#page=1.00
Phaisannan, T., Charttrakul, K., & Damnet, A. (2019). The CEFR-TBL in Fostering Thai Pre-Service Teachers' English Speaking Ability Using the Peer Interview Task. Advances in Language and Literary Studies, 10(5), 10-19. Retrieved from https://journals.aiac.org.au/index.php/alls/article/view/5866
Read, J. (2019). The influence of the Common European Framework of Reference (CEFR) in the Asia-Pacific region. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 12-18. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/issue/view/12425
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618-629. http://dx.doi.org/10.18823/asiatefl.2018.15.3.4.618
Runnels, J., & Runnels, V. (2019). Impact of the Common European Framework of Reference - A Bibliometric Analysis of Research from 1990-2017. CEFR Journal - Research and Practice, 1(5), 18-32. https://doi.org/10.37546/JALTSIG.CEFR1-2
Runnels, J. (2016). Self-assessment Accuracy: Correlations between Japanese English Learners’ Self-assessment on the CEFR – Japan’s Can-do Statements and Scores on the TOEIC®. Taiwan Journal of TESOL, 13(1), 105-137.
Sahib, F. H., & Stapa, M. (2021). The Impact of Implementing the Common European Framework of Reference on Language Education: A Critical.
Savski, K. (2020). Local problems and a global solution: Examining the recontextualization of CEFR in Thai and Malaysian language policies. Language Policy, 19(4), 527-547. https://doi.org/10.1007/s10993-019-09539-8
Sukri, S. I. A., Zubairi, A. M., Saad, M. A., & Preece, A. S. D. (2017). Challenges and frictions in the implementation of the CEFR-M: A Conceptual Paper.
Spolsky, B. (2008). Historical and future perspective. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education – Vol. 7, Language testing and assessment (2nd ed.) (pp. 445–454). Springer.
Sulistyaningrum, S. D., & Purnawati, P. (2021). Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia. Journal on English as a Foreign Language, 11(2), 335-357.
Sülü, A. & Kır, E. (2014). Language teachers’ views on CEFR. International Online Journal of Education and Teaching (IOJET), 1(5), 358-364.
Trim, J. L. M. (2012). Modern Languages: Learning and Teaching in an Intercultural Field. Sage Publications.
Underwood, P. R. (2012). Teacher beliefs and intentions regarding the instruction of English grammar under national curriculum reforms: A theory of planned behavior perspective. Teaching and Teacher Education, 28(6), 911-925.
Uri, N., & Aziz, M. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the Challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168-183. https://doi.org/10.17576/3L-2018-2403-13
Wudthayagorn, J. (2022). An exploration of the English exit examination policy in Thai public universities. Language Assessment Quarterly, 19(2), 107-123.
Yukio, T. (2012). The CEFR-J: Adapting the CEFR for English language teaching in Japan. Framework & Language Portfolio SIG Newsletter, 8, 5.
Yusra, K., Lestari, Y. B., & Hamid, M. O. (2022). Teacher agency and the implementation of CEFR-like policies for English for tourism and hospitality: insights from local vocational high schools in Indonesia. Current Issues in Language Planning, 23(3), 233-253.
Zhao, W., Wang, B., Coniam, D., & Xie, B. (2017). Calibrating the CEFR against the China Standards of English for College English vocabulary education in China. Language Testing in Asia, 7, 1-18. https://doi.org/ 10.1186/s40468-017-0036-1
Zheng, Y., Zhang, Y., & Yan, Y. (2016). Investigating the practice of the Common European Framework of Reference for Languages (CEFR) outside Europe: A case study on the assessment of writing in English in China.
Aspinall, R. W. (2012). International Education Policy in Japan in an Age of Globalisation and Risk. Global Oriental.
Bakar, E. (2020). Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR. International Journal of Modern Languages and Applied Linguistics, 4(2), 84-97. https://doi.org/10.24191/ijmal.v4i2.7975.
Byram, M., & Parmenter, L. (Eds.) (2012). The Common European Framework of Reference: The Globalization of Language Education Policy. Multilingual Matters.
Charttrakul, K., & Damnet, A. (2021). Role of the CEFR and English Teaching in Thailand: A Case Study of Rajabhat Universities. Advances in Language and Literary Studies, 12(2), 82-89. http://dx.doi.org/10.7575/aiac.alls.v.12n.2.p.82
Council of Europe. (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.
Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, teaching, assessment. Companion volume with new descriptors. Council of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Figueras, N. (2012). The impact of the CEFR. ELT Journal, 66(4), 477-485. https://doi.org/10.1093/elt/ccs037.
Foley, J. (2019a). Adapting CEFR for English language education in ASEAN, Japan and China. The New English Teacher, 13(2), 101-117.
Foley, J. (2019b). Issues on Assessment Using CEFR in the Region. LEARN Journal: Language Education and Acquisition Research Network, 12(2), 28-48. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/195583
Franz, J., & Teo, A. (2018). ‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR. RELC Journal, 49(3), 322-338. https://doi.org/10.1177/0033688217738816.
Le, T. T. H. , & Pham, T. H. N. (2019). Implementing the CEFR at a Vietnamese university - General English language teachers’ perceptions. CEFR Journal, 41, 41-67. https://doi.org/10.37546/JALTSIG.CEFR1-4
Kanchai, T. (2019). Thai EFL University Lecturers’ Viewpoints towards Impacts of the CEFR on their English Language Curricula and Teaching Practice. NIDA Journal of Language and Communication, 24(35), 23-47. Retrieved from https://so04.tci-thaijo.org/index.php/NJLC/article/view/202420/141238
Kikuchi, K. (2013). Demotivators in the Japanese EFL Context. In T. A. Matthew, D. S. Dexter, & F. Terry(Eds.), Language Learning Motivation in Japan (pp. 206-223). Multilingual Matters.
Maryo, F. A. (2021). The Issues of the Implementation of CEFR in Indonesia. Aplinesia (Journal of Applied Linguistics Indonesia), 5(1), 18-22. https://doi.org/10.30595/aplinesia.v5i1.12080.
Miqawati, A. H., Wijayanti, F., & Ismailia, T. (2023, January). Adopting CEFR for English Language Learning in Indonesia to Support 21st Century Skills. In Proceedings of the 3rd International Conference on Social Science, Humanity and Public Health (p. 105-111). Banyuwangi, East Java, Indonesia. http://dx.doi.org/10.4108/eai.5-11-2022.2326530
Mohammed, N. A., Raof, A. H. A., & Yusof, M. A. M. (2021). Challenges in Implementing the CEFR in English language classrooms. LSP International Journal, 8(2), 115-128. https://doi.org/10.11113/lspi.v8.17977
Nagai, N., Ayano, S., Okada, K., & Nakanishi, T. (2013). Adaptation of the CEFR to Remedial English Language Education in Japan. Language Learning in Higher Education, 2(1), 35-58. https://doi.org/10.1515/cercles-2012-0003
Nawai, R., & Said, N. E. M. (2020). Implementation Challenges of Common European Framework Reference (CEFR) in a Malaysian Setting: Insights on English Teachers’ Attitude. International Journal of Academic Research in Business and Social Sciences, 10(7), 28-41. https://doi.org/10.6007/ijarbss/v10-i7/7394
Nguyen, D. K. (2018). Today’s teachers’ CEFR competence in the classroom – a view of critical pedagogy in Vietnam. Theoria et Historia Scientiarum, 15, 121- 138. http://dx.doi.org/10.12775/ths.2018.008
Nguyen, T. H. (2018). Problems in Assessing End-of-Term English Competence Towards the Vietnamese Framework of 6 Competence Levels at a University in Hanoi. VNU Journal of Foreign Studies, 34(6), 39-47. Retrieved from https://vjol.info.vn/index.php/NCNN/article/view/39512
Nguyen, V. H., & Hamid, M. O. (2015). Educational Policy Borrowing in a Globalized World. English Teaching: Practice & Critique, 14(1), 60-74. https://doi.org/10.1108/ETPC-02-2015- 0014.
Nguyen, V. H., & Hamid, M. (2020). The CEFR as a National Language Policy in Vietnam: Insights from a Sociogenetic Analysis. Journal of Multilingual and Multicultural Development, 42, 650-662. https://doi.org/10.1080/01434632.2020.1715416.
Negishi, M., Takada, T., & Tono, Y. (2013, January). A Progress Report on the Development of the CEFR-J. In Evelina D. G. & Cyril J. W. (Eds). Exploring language frameworks: Proceedings of the ALTE Kraków Conference July 2011 (Studies in Language Testing) (pp. 135-163). Cambridge University Press.
North, B. (2007). The CEFR in Practice. Cambridge University Press.
Novawan, A., Tosalem, S. M. P. A., Binarkaheni, S., & Mariana, E. R. (2023). Reflecting on the Common European Framework of Reference for Languages: Learning, Teaching, and Assessment (CEFR) in the Indonesian Context. Journal of English in Academic and Professional Communication, 9(1), 1-10. https://doi.org/10.25047/jeapco.v9i1.3754
Piccardo, E. (2020). The Common European Framework of Reference (CEFR) in Language Education: Past, present, and future. TIRF: Language Education in Review Series, 15, 1-13. Retrieved from https://www.tirfonline.org/resource/2020-march-the-common-european-framework-of-reference-cefr-in-language-education-past-present-and-future/
Prajapati, M. (2022). Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers. Integrated Journal for Research in Arts and Humanities, 2(6), 291-296. Retrieved from https://www.hemchandracharyaejournal.com/user/image/january-20242c-volume-82c-issue-15.pdf#page=1.00
Phaisannan, T., Charttrakul, K., & Damnet, A. (2019). The CEFR-TBL in Fostering Thai Pre-Service Teachers' English Speaking Ability Using the Peer Interview Task. Advances in Language and Literary Studies, 10(5), 10-19. Retrieved from https://journals.aiac.org.au/index.php/alls/article/view/5866
Read, J. (2019). The influence of the Common European Framework of Reference (CEFR) in the Asia-Pacific region. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 12-18. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/issue/view/12425
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL, 15(3), 618-629. http://dx.doi.org/10.18823/asiatefl.2018.15.3.4.618
Runnels, J., & Runnels, V. (2019). Impact of the Common European Framework of Reference - A Bibliometric Analysis of Research from 1990-2017. CEFR Journal - Research and Practice, 1(5), 18-32. https://doi.org/10.37546/JALTSIG.CEFR1-2
Runnels, J. (2016). Self-assessment Accuracy: Correlations between Japanese English Learners’ Self-assessment on the CEFR – Japan’s Can-do Statements and Scores on the TOEIC®. Taiwan Journal of TESOL, 13(1), 105-137.
Sahib, F. H., & Stapa, M. (2021). The Impact of Implementing the Common European Framework of Reference on Language Education: A Critical.
Savski, K. (2020). Local problems and a global solution: Examining the recontextualization of CEFR in Thai and Malaysian language policies. Language Policy, 19(4), 527-547. https://doi.org/10.1007/s10993-019-09539-8
Sukri, S. I. A., Zubairi, A. M., Saad, M. A., & Preece, A. S. D. (2017). Challenges and frictions in the implementation of the CEFR-M: A Conceptual Paper.
Spolsky, B. (2008). Historical and future perspective. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education – Vol. 7, Language testing and assessment (2nd ed.) (pp. 445–454). Springer.
Sulistyaningrum, S. D., & Purnawati, P. (2021). Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia. Journal on English as a Foreign Language, 11(2), 335-357.
Sülü, A. & Kır, E. (2014). Language teachers’ views on CEFR. International Online Journal of Education and Teaching (IOJET), 1(5), 358-364.
Trim, J. L. M. (2012). Modern Languages: Learning and Teaching in an Intercultural Field. Sage Publications.
Underwood, P. R. (2012). Teacher beliefs and intentions regarding the instruction of English grammar under national curriculum reforms: A theory of planned behavior perspective. Teaching and Teacher Education, 28(6), 911-925.
Uri, N., & Aziz, M. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the Challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168-183. https://doi.org/10.17576/3L-2018-2403-13
Wudthayagorn, J. (2022). An exploration of the English exit examination policy in Thai public universities. Language Assessment Quarterly, 19(2), 107-123.
Yukio, T. (2012). The CEFR-J: Adapting the CEFR for English language teaching in Japan. Framework & Language Portfolio SIG Newsletter, 8, 5.
Yusra, K., Lestari, Y. B., & Hamid, M. O. (2022). Teacher agency and the implementation of CEFR-like policies for English for tourism and hospitality: insights from local vocational high schools in Indonesia. Current Issues in Language Planning, 23(3), 233-253.
Zhao, W., Wang, B., Coniam, D., & Xie, B. (2017). Calibrating the CEFR against the China Standards of English for College English vocabulary education in China. Language Testing in Asia, 7, 1-18. https://doi.org/ 10.1186/s40468-017-0036-1
Zheng, Y., Zhang, Y., & Yan, Y. (2016). Investigating the practice of the Common European Framework of Reference for Languages (CEFR) outside Europe: A case study on the assessment of writing in English in China.