Policy change implementation: The case of the CEFR in Malaysian ESL classrooms
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 Euro...
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| Format: | Article |
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Universiti Sultan Zainal Abidin
2021
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| _version_ | 1796866478176206848 |
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| author | C. Alih, Nur Ashiquin Abdul Raof, Abdul Halim Md. Yusof, Masdinah Alauyah |
| author_facet | C. Alih, Nur Ashiquin Abdul Raof, Abdul Halim Md. Yusof, Masdinah Alauyah |
| author_sort | C. Alih, Nur Ashiquin |
| collection | ePrints |
| description | 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. |
| first_indexed | 2024-03-05T21:12:45Z |
| format | Article |
| id | utm.eprints-97719 |
| institution | Universiti Teknologi Malaysia - ePrints |
| last_indexed | 2024-03-05T21:12:45Z |
| publishDate | 2021 |
| publisher | Universiti Sultan Zainal Abidin |
| record_format | dspace |
| spelling | utm.eprints-977192022-10-31T06:18:51Z http://eprints.utm.my/97719/ Policy change implementation: The case of the CEFR in Malaysian ESL classrooms C. Alih, Nur Ashiquin Abdul Raof, Abdul Halim Md. Yusof, Masdinah Alauyah LB2300 Higher Education 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. Universiti Sultan Zainal Abidin 2021 Article PeerReviewed C. Alih, Nur Ashiquin and Abdul Raof, Abdul Halim and Md. Yusof, Masdinah Alauyah (2021) Policy change implementation: The case of the CEFR in Malaysian ESL classrooms. Journal of Nusantara Studies, 6 (2). pp. 296-317. ISSN 0127-9386 http://dx.doi.org/10.24200/jonus.vol6iss2pp296-317 DOI : 10.24200/jonus.vol6iss2pp296-317 |
| spellingShingle | LB2300 Higher Education C. Alih, Nur Ashiquin Abdul Raof, Abdul Halim Md. Yusof, Masdinah Alauyah Policy change implementation: The case of the CEFR in Malaysian ESL classrooms |
| title | Policy change implementation: The case of the CEFR in Malaysian ESL classrooms |
| title_full | Policy change implementation: The case of the CEFR in Malaysian ESL classrooms |
| title_fullStr | Policy change implementation: The case of the CEFR in Malaysian ESL classrooms |
| title_full_unstemmed | Policy change implementation: The case of the CEFR in Malaysian ESL classrooms |
| title_short | Policy change implementation: The case of the CEFR in Malaysian ESL classrooms |
| title_sort | policy change implementation the case of the cefr in malaysian esl classrooms |
| topic | LB2300 Higher Education |
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