Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum

Abstract

English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Common European Framework of Reference (CEFR) –aligned curriculum to enhance the teaching and learning process. Given the increasing pressure exerted by various stakeholders on language education, it is important to understand the underlying factors behind primary school teachers’ readiness regarding CEFR-aligned curriculum. Even though there are studies conducted in local contexts, it is still very limited. This study seeks to find out the level of ESL primary teachers’ readiness to implement CEFR-aligned curriculum. This study also investigates the factors that can influence teachers’ readiness towards the implementation of CEFR-aligned curriculum. Data was collected via questionnaire survey from ESL primary school teachers in Pasir Gudang, Johor. The questionnaire data was analysed using descriptive statistics. The findings revealed that most of the teachers have high level of readiness in implementing CEFR-aligned curriculum. Several factors are also highlighted in this study. Teachers’ training, competency, materials as well as school-based assessment are some of the main challenges identified in this study. In conclusion, the implementation of CEFR-aligned curriculum is seen as inevitable but more preparation and support should be provided by the ministry to ensure that teachers are fully prepared and familiar with the implementation of CEFR-aligned curriculum.

Exploring School Readiness and Transition Dynamics: Enablers and Disablers in Early Childhood Education Programmes of Zambia

“…Teacher preparedness for primary school readiness and transitioning was a crucial aspect of ensuring a smooth and successful transition for students. Several factors contributed to teacher preparedness in this regard teacher training, collaboration with other stakeholders, and capacity building on emerging issues like technology and their ability to align their ECE practices to national frameworks and higherlevel curricula (Yasin, 2021;Mambwe, 2019 andMambwe et al, 2019). To the contrary, this study demonstrated a lack of coordination, digital incompetence, and limited capacity building especially play-based learning.…”

Incorporating Teaching-Learning Materials in the English Language Classroom: A Narrative Inquiry on Edufluencers’ Textual Cycles

“…Numerous investigations have thoroughly investigated the implementation of the CEFRaligned curriculum in the Malaysian English language [20][21][22][23][24]. The majority of these studies reference the introduction of newly imposed international textbooks in implementing the curriculum.…”

“…The majority of these studies reference the introduction of newly imposed international textbooks in implementing the curriculum. Despite assertions by Yasin and Yamat (2021) regarding public approval, several reports present contrasting perspectives [23]. Numerous studies express strong stakeholder disapproval, citing concerns such as textbook costs, cultural aspects, and teacher challenges [21,24,25].…”