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.
References
Ahamat, M. I., & Kabilan, M. K. (2022). Material adaptation among rural primary school English language teachers. 3L-Language Linguistics Literature, 28(1), 90–102.
Ahmad Afip, 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.
Alias, M., Raof, A. H. A., & Abdullah, T. (2021). Teaching CEFR-aligned writing to young learners: Practices and voices of teachers. Pertanika Journal of Social Science and Humanities, 29(3), 351–368.
Alih, N. A. C., Raof, A. H. A., & Yusof, M. A. M. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms. Journal of Nusantara Studies, 6(2), 296–317.
Aziz, A. A., & Makhtar, R. (2021). TESL in-service teachers’ experiences when evaluating an oral history workbook. 3L: Language, Linguistics, Literature, 27(3), 56–72.
Aziz, A. A., Narayanasamy, J. A. P., Mohamad, M., & Hameed, H. A. (2019). Student-teachers’ experiences in creating oral history texts. 3L: Language, Linguistics, Literature, 25(3), 79–89.
Azman, H., Othman, Z., Shamsuddin, C. M., Wahi, W., Abd Aziz, M. S., Mohamad, W. N. W., Othman, S., & Amin, M. H. M. (2021). Relating a sustained monologue speaking production test to CEFR: Towards alignment. Pertanika Journal of Social Science and Humanities, 29(1), 385–400.
Baharum, N. N., Ismail, L., Nordin, N., & Razali, A. (2021). Aligning a university English language proficiency measurement tool with the CEFR: A case in Malaysia. Pertanika Journal of Social Science and Humanities, 29(1), 157–178.
Bakir, A. B. M., & Aziz, A. A. (2022). Primary school teachers’ perceptions on the effectiveness of CEFR textbooks in Malaysia: A systematic literature review. International Journal of Academic Research in Progressive Education and Development, 11(3), 1401–1415.
Caetano, A. P., Pimenta Freire, I., & Biscaia Machado, E. (2020). Student voice and participation in intercultural education. Journal of New Approaches in Educational Research, 9(1), 57–73.
Cambridge English. (2013). Executive summary: Cambridge baseline 2013. Cambridge English. https://www.cambridgeenglish.org/images/130828-research-notes-51-document.pdf
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.
Chong, G., & Yamat, H. (2021). Teachers’ implementation of CEFR-aligned curriculum: A preliminary study. Journal of English Language Teaching and Applied Linguistics, 3(3), 5–9.
Dooly, M., Thrasher, T., & Sadler, R. (2023). “Whoa! Incredible!:” Language learning experiences in virtual reality. RELC Journal, 54(2), 321–339.
Fischer, C., Pardos, Z. A., Baker, R. S., Williams, J. J., Smyth, P., Yu, R., Slater, S., Baker, R., & Warschauer, M. (2020). Mining big data in education: Affordances and challenges. Review of Research in Education, 44(1), 130–160.
Franz, J., & Teo, A. (2017). ‘A2 is Normal’ – Thai secondary school English teachers’ encounters with the CEFR. RELC Journal, 49(3), 322–338.
Gopal, R., Maniam, M., & Nallaluthan, K. (2023). Measuring Malaysian lower secondary learners’ reading ability on a CEFR-aligned text. Studies in English Language and Education, 10(2), 614–627.
Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218–243.
Hulešová, M. (2022). Development of a framework of reference for sign languages and reference level descriptors for Czech sign language. CEFR Journal - Research and Practice, 5(1), 45-55.
Jalalian Daghigh, A., & Abdul Rahim, H. (2020). Neoliberalism in ELT textbooks: An analysis of locally developed and imported textbooks used in Malaysia. Pedagogy, Culture and Society, 29(3), 493–512.
Kaewkamnerd, K., Dibyamandala, J., Mangkhang, C., & Khuankaew, S. (2023). Navigating the landscape of CEFR-CLIL-based language pedagogy in the Thai context: A captivating journey through needs analysis. 3L: Language, Linguistics, Literature, 29(4), 194–213.
Kaowiwattanakul, S. (2021). CEFR based learning approach: Using literature to enhance EFL students’ reading skills and critical thinking skills. English Language Teaching, 14(11), 1–66.
Lee, H. Y., Hamid, M. O., & Hardy, I. (2023). English and regional identity in ASEAN. World Englishes, 42(2), 239–253.
Lim, M. A., Anabo, I. F., Anh, N. Q. P., Elepano, M. A., & Kuntamarat, G. (2023). The state of higher education in Southeast Asia. SHARE. https://asean.org/wp-content/uploads/2023/08/The-State-of-Higher-Education-in-Southeast-Asia_11.2022.pdf
Liu, Y., Zhang, L. J., & May, S. (2022). Dominance of Anglo-American cultural representations in university English textbooks in China: A corpus linguistics analysis. Language, Culture and Curriculum, 35(1), 83–101.
Lukas, B., Patrick, F. I., Chong, G., Jaino, N. B., & Md Yunus, M. (2020). Using U-NO-ME card game to enhance primary one pupils’ vocabulary. International Journal of Learning, Teaching and Educational Research, 19(5), 304–317.
Marzaini, A. F. M., Sharil, W. N. E. H., Supramaniam, K., & Yusoff, S. M. (2023). The teachers’ professional development in the implementation of CEFR-aligned classroom based assessment. Asian Journal of Assessment in Teaching and Learning, 13(1), 1–14.
Medina-García, M., Doña-Toledo, L., & Higueras-Rodríguez, L. (2020). Equal opportunities in an inclusive and sustainable education system: An explanatory model. Sustainability, 12(11), 1-23.
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.
Milliner, B., & Dimoski, B. (2021). The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy. Language Teaching Research, 28(2), 1-35.
Ministry of Education. (2012). The national graduate employability blueprint 2012–2017. Wordpress. https://masurimasooded770.wordpress.com/wp-content/uploads/2014/03/national-graduate-employability-blueprint-2012-2017.pdf
Mohamed, M., Aziz, M. S. A., & Ismail, K. (2019). The validation of assessment for learning audit instrument: A mixed methods approach. 3L: Language, Linguistics, Literature, 25(4), 209–226.
Mohtar, M., & Sadhasivam, S. (2022). A scoping review on CEFR: Methods used in past studies. Higher Education and Oriental Studies, 2(4), 32-45.
Muhammad, A. M., Kamil, M. A., & Druckman, Z. A. (2021). Towards a CEFR framework for workplace communication: Students’ perceptions of the sub-skills, use and importance of Language Productive Skills (LPS). Pertanika Journal of Social Science and Humanities, 29(1), 27–46.
Musa, N. C., Nizam, A. S., Mohamad, W. N. W., & Othman, Z. (2021). Framing the English Language (EL) CEFR-informed curriculum structure: The UKM experience. Pertanika Journal of Social Sciences and Humanities, 29(S3), 243-261.
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.
Newman, M., & Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives and application. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic reviews in educational research (pp. 3–22). Springer.
Nguyen, L. D. (2023). Non-English majors’ perceptions of English proficiency standards and CEFR-V in tertiary education in Vietnam. Vietnam Journal of Education, 7(2), 136–145.
Nguyen, T., & Dao, T. X. P. (2021). Impact of integrating task-based learning and functional approach to empower learners’ communicative competence. International Journal of Linguistics and Translation Studies, 2(2), 39–54.
Nguyen, V. L., & Chung, T. T. H. (2021). English proficiency gain and mediating factors in training: A self-evaluation of Vietnamese pre-service EFL teachers. International Journal of Learning, Teaching and Educational Research, 20(1), 22–47.
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.
Nurul Farehah, M. U., & Mohd Salehhuddin, A. A. (2020a). Ascertaining the suitability of writing syllabus specifications to the CEFR: Subject matter experts’ perspectives. Issues in Language Studies, 9(1), 1–14.
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.
Oscarson, M. (2019). Framing modern language education – A European approach. Pertanika Journal of Social Sciences and Humanities, 27(2), 773–786.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71), 1–9.
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.
Phoolaikao, W., & Sukying, A. (2021). Insights into CEFR and its implementation through the lens of preservice English teachers in Thailand. English Language Teaching, 14(6), 25-35.
Poonpon, K. (2021). Professional development needs of in-service English language teachers in Thailand. THAITESOL Journal, 34(2), 1–25.
Poonpon, K., Satthamnuwong, B., & Sameephet, B. (2022). The effectiveness of task-based and genre-based integrated learning on English language proficiency of Thai rural secondary school students. Theory and Practice in Language Studies, 12(9), 1736–1747.
Rajendra, T. D., & Kaur, S. (2022). Print-based multimodal texts: Using illustrated poems for generating ideas and writing narratives. Studies in English Language and Education, 9(1), 278–298.
Renganathan, S. (2023). English language education in rural schools in Malaysia: A systematic review of research. Educational Review, 75(4), 787–804.
Sahib, F. H., & Stapa, M. (2021). The impact of implementing the common European framework of reference on language education: A critical review. International Journal of Academic Research in Business and Social Sciences, 11(11), 644-660.
Selvarajasingam, S., Nair, S. M., & Wider, W. (2023a). Creative approach in teaching CEFR reading comprehension using bubble map and tree map method. World Journal of English Language, 13(8), 489–497.
Selvarajasingam, S., Nair, S. M., & Wider, W. (2023b). The effects of bubble map and tree map method in CEFR reading comprehension. World Journal of English Language, 13(7), 307–314.
Shak, M. S. Y., Albakri, I. S. M. A., Shukor, S. S., & Tahir, M. H. M. (2022). Criteria in English language textbook evaluation checklists: A systematic review. International Association for Research on Textbooks and Educational Media, 14(1), 1–19.
Shak, M. S. Y., Albakri, I. S. M. A., Tahir, M. H. M., & Adam, M. H. M. (2021). The use of imported CEFR-aligned English language textbooks in Malaysian schools: Issues and concerns. International Journal of Academic Research in Business and Social Sciences, 11(9), 954–963.
Shak, P., & Read, J. (2021). Aligning the language criteria of a group oral test to the CEFR: The case of a formal meeting assessment in an English for occupational purposes classroom. Pertanika Journal of Social Sciences and Humanities, 29(3), 133–156.
Shin, J. L. K., & Yunus, M. M. (2021). The attitudes of pupils towards using Flipgrid in learning English speaking skills. International Journal of Learning, Teaching and Educational Research, 20(3), 151–168.
Sidhu, G. K., Kaur, S., & Chi, L. J. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8(2), 452–463.
Singh, C. K. S., Singh, H. K. J., Mulyadi, D., Ong, E. T., Singh, T. S. M., Mostafa, N. A., & Yunus, M. M. (2021). In-service teachers’ familiarisation of the CEFR-aligned school-based assessment in the Malaysian secondary ESL classroom. Pertanika Journal of Social Sciences and Humanities, 29(S3), 179-201.
Sobchenko, T., Bashkir, O., Panchenko, V., Smolianiuk, N., Osova, O., & Peretiaha, L. (2021). Training future teachers to organize the educational process in the conditions of inclusive education. Revista Romaneasca Pentru Educatie Multidimensionala, 13(1), 114–132.
Sun, Y., & Dang, T. N. Y. (2020). Vocabulary in high-school EFL textbooks: Texts and learner knowledge. System, 93(1), 102279.
Supunya, N. (2022). Towards the CEFR action-oriented approach: Factors influencing its achievement in Thai EFL classrooms. 3L: Language, Linguistics, Literature, 28(2), 33–48.
Thomas, D., & Quinlan, K. M. (2022). Reimagining curricula: Effects of cultural (in)sensitivity of curricula on racially minoritised students’ engagement. Studies in Higher Education, 48(2), 283–298.
Topal, İ. H. (2019). CEFR-oriented probe into pronunciation: Implications for language learners and teachers. Dil ve Dilbilimi Çalışmaları Dergisi, 15(2), 420–436.
Towns, S. G. (2020). Which word list should I teach? Using word lists to support textbook vocabulary instruction. THAITESOL Journal, 33(1), 20–35.
Truong, T. N. N., Abd Samad, A., & Phan, T. T. (2021). Perspectives of test examiners of the localized speaking assessment framework: A case study in Vietnam. Pertanika Journal of Social Science and Humanities, 29(3), 223–242.
Tsai, P.-S. (2023). An error analysis on tense and aspect shifts in students’ Chinese-English translation. SAGE Open, 13(1), 215824402311582.
Ullah, A., & Rafiq, M. (2022). Education and learning about research methodology: Views of LIS authors in Pakistan. Information Development, 38(4), 688–703.
United Nations. (2021). The sustainable development goals report 2021. United Nations. https://unstats.un.org/sdgs/report/2021/The-Sustainable-Development-Goals-Report-2021.pdf
Utomo, P., & Maratus, S. (2021). The effectiveness of using educational cinema techniques to increase students’ self-confidence: An experimental research. ProGCouns: Journal of Professionals in Guidance and Counseling, 2(2), 51-61.
Wudthayagorn, J. (2018). Mapping the CU-TEP to the Common European Framework of Reference (CEFR) problem and motivation of the study. Journal: Language Education and Acquisition Research Network Journal, 11(2), 163-180.
Yang, B. L. C., Ramanair, J., & Shing, S. R. (2023). Exploring vocabulary teaching: Planning and challenges with the implementation of audio-visual approach in rural east Malaysian primary-level English language classrooms. 3L: Language, Linguistics, Literature, 29(4), 228–243.
Yusra, K., Lestari, Y., & Hamid, M. (2021). 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(1), 233–253.
Zakaria, S., & Md Yunus, M. (2020). Flipped classroom in improving ESL primary students’ tenses learning. International Journal of English Language and Literature Studies, 9(3), 151–160.