POLICY CHANGE IMPLEMENTATION: THE CASE OF THE CEFR IN MALAYSIAN ESL CLASSROOMS

Authors

  • Nur Ashiquin C. Alih Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81300 Johor Bahru, Johor, Malaysia.
  • Abdul Halim Abdul Raof Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81300 Johor Bahru, Johor, Malaysia.
  • Masdinah Alauyah Md. Yusof Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81300 Johor Bahru, Johor, Malaysia.

DOI:

https://doi.org/10.24200/jonus.vol6iss2pp296-317

Abstract

Background and purpose: With rapid global development happening in the world today, the field of education has been awash with various change forces. In an effort to ensure its system is globally competitive, Malaysia has taken a step to align its English language education system to the Common European Framework of Reference (CEFR). However, any change in policy is not without problems and challenges as studies have shown that challenges were inevitable and stakeholders’ buy-in on the new change is necessary. Hence, this study was undertaken to investigate the challenges faced by teachers in implementing the CEFR in Malaysian ESL classrooms, their belief on this new reform and their readiness to implement the CEFR.

Methodology: A mixed-method design was utilized with the use of questionnaire and semi structured interview as means for data collection. 365 English language teachers responded to the questionnaire while 15 English language teachers participated in interview sessions.

Findings: The data revealed five challenges namely teachers’ motivation, materials, time, students’ proficiency level and facilities. Despite facing multiple challenges, all teachers exhibited positive belief towards the adoption of the CEFR. The study also showed that although teachers were emotionally ready to accept the change, their cognitive readiness for change however is dependent upon three important facets namely time, collective effort and adequate materials.

Contributions: The study provides insights into the change in policy involving the CEFR implementation in the Malaysian English language education system which contributes to the scarce literature on the implementation of CEFR.

Keywords:  Policy implementation, challenges in policy change, teachers’ belief, Common European Framework of Reference (CEFR), readiness for change.

Author Biographies

  • Nur Ashiquin C. Alih, Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81300 Johor Bahru, Johor, Malaysia.

    Nur Ashiquin C. Alih is a PhD candidate at the Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia (UTM). She obtained her master’s degree in TESL from UTM. Her research interest is on the English language education reform and change readiness in education.

  • Abdul Halim Abdul Raof, Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81300 Johor Bahru, Johor, Malaysia.

    Abdul Halim Abdul Raof is an Associate Professor at the Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia. He obtained his PhD in Language Testing and Evaluation from the University of Reading, UK. His research interests include language assessment, English for Specific Purposes and speaking skills.

  • Masdinah Alauyah Md. Yusof, Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81300 Johor Bahru, Johor, Malaysia.

    Masdinah Alauyah Md Yusof holds a PhD in Education from the University of Reading, UK. Her research interests include materials design, learner autonomy, writing skill and teacher development.

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Published

2021-06-30

How to Cite

POLICY CHANGE IMPLEMENTATION: THE CASE OF THE CEFR IN MALAYSIAN ESL CLASSROOMS. (2021). Journal of Nusantara Studies (JONUS), 6(2), 296-317. https://doi.org/10.24200/jonus.vol6iss2pp296-317