TỔNG QUAN PHÂN TÍCH VIỆC TÍCH HỢP KHUNG THAM CHIẾU NGÔN NGỮ CHUNG CỦA CHÂU ÂU (CEFR) TRONG ĐÀO TẠO NGÔN NGỮ ANH Ở BỐI CẢNH CHÂU Á: LỢI ÍCH VÀ THÁCH THỨC
Nội dung chính của bài viết
Tóm tắt
Bài nghiên cứu tổng quan phân tích này tìm hiểu lợi ích và thách thức liên quan đến việc tích hợp Khung tham chiếu ngôn ngữ chung của châu Âu (CEFR) vào các hệ thống giáo dục ngôn ngữ Anh ở 6 nước châu Á, gồm: Nhật Bản, Trung Quốc, Indonesia, Nhật Bản, Malaysia, Thái Lan và Việt Nam từ các nghiên cứu ở các nước này. Nghiên cứu sử dụng phương pháp tổng quan hệ thống (systematic review) với dữ liệu là 37 nghiên cứu có sẵn. Kết quả cho thấy có 8 lợi ích chính (có thể tùy chỉnh theo bối cảnh địa phương, giúp đánh giá ngôn ngữ toàn diện, thúc đẩy cải thiện trình độ, nâng cao tính nhất quán trong đánh giá, cải thiện giảng dạy và chương trình học, nâng cao chất lượng giáo dục, khuyến khích phát triển nghề nghiệp, thay đổi theo chuẩn quốc tế) và 9 thách thức nổi trội (cần điều chỉnh cụ thể hơn, tồn tại khoảng cách lớn giữa trình độ hiện tại và chuẩn đầu ra, hiểu sai về kiểm tra đánh giá, khác biệt về trình độ tiếng Anh của giáo viên, thiếu hiểu biết và nhận thức về CEFR, thiếu đào tạo và hỗ trợ cho giáo viên, thiếu sự hỗ trợ từ các bên liên quan, khó khăn trong thiết kế hoạt động lớp học, thiếu tài nguyên giảng dạy). Từ đó, bài báo đưa ra các đề xuất tăng cường lợi ích của việc tích hợp CEFR phù hợp hơn với người học châu Á và hướng giải quyết cho các thách thức.
Chi tiết bài viết
Từ khóa
CEFR, trình độ ngôn ngữ, đào tạo ngôn ngữ, ngôn ngữ Anh, các nước châu Á
Tài liệu tham khảo
Ahmad A. L., Hamid, M. O., & Renshaw, P. (2019). Common European Framework of Reference for Languages (CEFR): Insights into global policy borrowing in Malaysian higher education. Globalisation, Societies and Education, 17(3), 378-393. https://doi.org/10.1080/14767724.2019.1578195
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.
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.