Navigating global standards in local contexts: A systematic review of CEFR-aligned English language curriculum in the ASEAN region
DOI:
https://doi.org/10.24200/jonus.vol10iss1pp324-352Abstract
Background and Purpose: The rise of ASEAN as a regional economic bloc necessitates increased language proficiency among its diverse population. Many countries in the region as elsewhere in the world have borrowed the Common European Framework of Reference for Languages (CEFR) in meeting these national English language proficiency goals for their citizens. This systematic review investigates the barriers and facilitators to CEFR implementation in the ASEAN context, particularly focusing on their impact on educational outcomes.
Methodology: A systematic review was conducted to identify and synthesise peer-reviewed articles published in English between 2017 and 2023. The search, performed in January 2024, utilised Web of Science Core Collection, Scopus, and ERIC databases. Articles were screened based on relevance to CEFR-aligned curricula in ESL/EFL contexts, curriculum content, instructional approaches, textbook CEFR-aligned curricula in ESL/EFL contexts, curriculum content, instructional approaches, textbook adaptations, assessments and teacher and student readiness following the PRISMA guidelines. A total of 40 eligible studies were analysed to identify trends, methodological strengths, and challenges associated with CEFR-aligned curriculum research in ASEAN.
Findings: The review revealed that insufficient teacher training on the CEFR hinders its successful implementation, potentially limiting student opportunities for improved communication skills within the ASEAN community, while comprehensive course alignment with CEFR standards emerges as a crucial facilitator. Additionally, the review examines methodological approaches used in the existing research to identify these factors, with interviews and surveys being the most prevalent.
Contributions: The study’s findings inform stakeholders of crucial areas for capacity building to ensure the CEFR's effectiveness in fostering ASEAN's educational development in a globalised world.
Keywords: CEFR, implementation, barriers and facilitators, ASEAN, systematic review.
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Mihat, W., Azman, H., & Jaafar, N. M. (2023). Profiling CEFR-basic readers at primary schools through their eye movement behaviours. GEMA Online Journal of Language Studies, 23(2), 1–22.
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Nurul Farehah, M. U., & Mohd Salehhuddin, A. A. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the challenges. 3L: Language, Linguistics, Literature, 24(3), 168-183.
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Nurul Farehah, M. U., & Mohd Salehhuddin, A. A. (2020b). The appropriacy and applicability of English assessment against CEFR global scale: Teachers’ judgement. 3L: Language, Linguistics, Literature, 26(3), 53–65.
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2025-02-28
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Navigating global standards in local contexts: A systematic review of CEFR-aligned English language curriculum in the ASEAN region. (2025). Journal of Nusantara Studies (JONUS), 10(1), 324-352. https://doi.org/10.24200/jonus.vol10iss1pp324-352
