Country and Gender Differences in the Functioning of CEFR-Based Can-Do Statements as a Tool for Self-Assessing English Proficiency

Denies, Katrijn; Janssen, Rianne

doi:10.1080/15434303.2016.1212055

Cited by 16 publications

(7 citation statements)

References 58 publications

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“…In relation to TLP, although not a separate and focused part of the study, it was found that there was a strong positive relationship between teachers' perceived language proficiency with the results they attained from the standardized tests they had taken. The strong relation between these two variables might arise from the fact that teachers who have taken a form of standardized test and have seen the result of this test have a better general prediction of their language proficiency, which is in line with studies from Faez & Karas, (2017) and Ross (1998), and even though this might not always be the case (Denies & Janssen, 2016), when used together with other instruments, in this study's case teachers' classroom observations, it can give a noteworthy inside on how well teachers can assess their own language proficiency.…”

Section: The Relation Between Tlp and Tesupporting

confidence: 54%

EFL teachers’ perceived language proficiency and teaching effectiveness

Yusuf

Novita

2020

Indonesian J. Appl. Linguist.

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The importance of language teachers possessing high level of language proficiency has been extensively studied. On the other hand, studies related to teaching effectiveness (TE) have yet to define the concept of teaching effectiveness, and studies to relate teacher language proficiency (TLP) and TE, especially in Indonesian context are found to be scarce. In addition, the lack of both clear guidelines on how to assess TLP and current and official data of TLP in Indonesia only exacerbate this matter. Thus, the objective of this study was to find the relation between TLP and TE in the context of a language school in Bandung and the perception of its teachers on the role of TLP in the effectiveness of their teaching process. Using a mixed-methods sequential explanatory research design, the result of the data collection was then cross tabulated and analysed using Fisher-Freeman-Halton exact test. It was found that there was a strong positive relation between TLP and the two aspects of TE: managing the classroom, and understanding and communicating lesson content, but no relation between language proficiency and assessing students and giving feedback. This was further confirmed in the qualitative stage that teachers with lower language proficiency could also deliver lesson content, and assess students albeit with a lower degree of flexibility compared to their more proficient counterparts. This means that the relation between TLP and TE was complex and not straightforward, and that the mastery of one does not always entail the mastery of the other.

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Section: The Relation Between Tlp and Tesupporting

confidence: 54%

EFL teachers’ perceived language proficiency and teaching effectiveness

Yusuf

Novita

2020

Indonesian J. Appl. Linguist.

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“…Moreover, self-assessment aspect of the CEFR has become a research interest; many studies have investigated contributions of the CEFR in foreign language learning in terms of self-assessment. Denies and Janssen (2016) presented the results of their study regarding self-assessments through application of 12 can-do statements from the CEFR by 22,500 language learners. The results indicated positive correlations between the results; also, background profiles of the participants affected their patterns of results.…”

Section: Literature Reviewmentioning

confidence: 99%

A qualitative inquiry into the application of 9th grade EFL program in terms of the CEFR

Yüce¹,

Mirici²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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Current study investigated applicability of the 9 th Grade EFL Program with regard to proficiency descriptors and educational principles of the Common European Framework of Reference for Languages (CEFR). Qualitative inquiry was followed by adopting a phenomenological approach to conduct the study. The data were collected through document analyses, face-to-face interviews, and teacher and students observations regarding classroom instructions. Descriptive analysis was administered to analyze the data obtained from the document analyses, interviews, and observations. The results showed that the EFL program corresponds to students' language levels and needs, while teachers come across problems due to course materials and insufficient class hours during implementations. Besides the participant teachers reported problems in terms of seminars and in-service training activities.

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“…While these do not measure teachers' actual proficiency, many researchers have noted that teachers' assessments of their own proficiency are often close assessments of their actual ability (Blanche and Merino, 1989;LeBlanc and Painchaud, 1985;Ross, 1998). However, some researchers would dispute this and question the objectivity of self-assessments (Denies and Janssen, 2016). Teachers may compare themselves to native speaker models and feel inadequate in comparison, which could impact their language confidence and potentially how they assess their own proficiency (Hodgson, 2014).…”

Section: Measuring Proficiency and (Self-) Efficacymentioning

confidence: 99%

Connecting Language Proficiency to (Self-Reported) Teaching Ability: A Review and Analysis of Research

Faez

Karas

2017

RELC Journal

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This article provides a review and analysis of current research examining the connection between teacher language proficiency and their self-reported beliefs about their pedagogical abilities. Generally speaking, (English) language teachers require an advanced level of proficiency in order to be successful language teachers, but pedagogical skills are also necessary for effective instruction. However, examining the relationship between language proficiency and pedagogical skills is not straightforward given the nature of language teaching in which language is both the content and medium of instruction, issues with defining language proficiency (for teaching), and disagreement regarding effective teaching skills in different social contexts. One approach has been to focus on teachers’ self-efficacy beliefs about their abilities to enact specific classroom tasks in certain contexts and potential relationships with teachers’ reported language proficiency. The analysis provided in this article highlights how these constructs have been measured in the literature and if/how they are connected to one another across different studies. Overall, teachers’ self-efficacy beliefs regarding their pedagogical abilities do correlate with language proficiency, but results are at times weak and/or inconclusive with inconsistent results across studies and contexts.

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Country and Gender Differences in the Functioning of CEFR-Based Can-Do Statements as a Tool for Self-Assessing English Proficiency

Cited by 16 publications

References 58 publications

EFL teachers’ perceived language proficiency and teaching effectiveness

EFL teachers’ perceived language proficiency and teaching effectiveness

A qualitative inquiry into the application of 9th grade EFL program in terms of the CEFR

Connecting Language Proficiency to (Self-Reported) Teaching Ability: A Review and Analysis of Research

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