TEACHERS’ VIEWS ON STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE PROFICIENCY COURSES VIA CEFR DESCRIPTORS

Ramiaida DARMİ; Noor Saazai MAT SAAD; Norhana ABDULLAH; Fariza PUTEH-BEHAK; Zarina Ashikin ZAKARİA; Juliana Niza İsmail Adnan ADNAN

doi:https://doi.org/10.18768/ijaedu.336688

Makale detayları

TEACHERS’ VIEWS ON STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE PROFICIENCY COURSES VIA CEFR DESCRIPTORS

Yazarlar:

Ramiaida DARMİ | Noor Saazai MAT SAAD | Norhana ABDULLAH | Fariza PUTEH-BEHAK | Zarina Ashikin ZAKARİA | Juliana Niza İsmail Adnan ADNAN

Dergi:

IJAEDU- International E-Journal of Advances in Education 2017 Vol.3 Issue 8, pp.363-370

Belge Tipi:

Makale

Yayın Tarihi:

8/2017

Belge Dili:

Türkçe

Document ID (Org No.):

2000470943

DOI:

https://doi.org/10.18768/ijaedu.336688

Özet:

 


‘The English Language Education in Malaysia: An Agenda for Reform
2015-2025’ is a blueprint initiated by The Ministry of Education (MOE),
Malaysia, currently launched in 2016. The key pledge to this blueprint is the
alignment of Malaysia’s English Language Education System with the Common
European Framework of Reference for Languages (CEFR). CEFR is a benchmark for
an international standard that focuses on developing learners who are able to
communicate and interact in any language, in this instance, English. The focal
point of the Malaysian education reform is to adopt the CEFR levels as the
guiding beacon or regulating framework for curriculum development, issues
regarding learning materials and the measurement of learning outcomes. In
keeping with this reform, the study aims to understand English language
teachers’ views on the English language proficiency courses in a local
university, in Malaysia, based on CEFR scales. The study employs a quantitative
approach, where surveys were distributed to twenty-five English language
teachers. The data is then analysed quantitatively by frequency counts and
percentage. Data shows there are variations in teachers’ views towards English
language proficiency courses, and this may not necessarily fit into the CEFR
standards targeted for university learners. The result of this study acts as
preliminary data for further research on the link between English language
course content and CEFR standards, as well as expected English language
proficiency of university learners. Through this study, it is hoped that future
design of teaching and learning materials that contribute to ‘proficient’
learners at the end of university years, can be developed.

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Makale detayları

TEACHERS’ VIEWS ON STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE PROFICIENCY COURSES VIA CEFR DESCRIPTORS

Yazarlar: Ramiaida DARMİ | Noor Saazai MAT SAAD | Norhana ABDULLAH | Fariza PUTEH-BEHAK | Zarina Ashikin ZAKARİA | Juliana Niza İsmail Adnan ADNAN

Dergi: IJAEDU- International E-Journal of Advances in Education 2017 Vol.3 Issue 8, pp.363-370

Belge Tipi: Makale

Yayın Tarihi: 8/2017

Belge Dili: Türkçe

Document ID (Org No.): 2000470943

DOI: https://doi.org/10.18768/ijaedu.336688

Sayı

Yazarlar:

Ramiaida DARMİ | Noor Saazai MAT SAAD | Norhana ABDULLAH | Fariza PUTEH-BEHAK | Zarina Ashikin ZAKARİA | Juliana Niza İsmail Adnan ADNAN

Dergi:

IJAEDU- International E-Journal of Advances in Education 2017 Vol.3 Issue 8, pp.363-370

Belge Tipi:

Makale

Yayın Tarihi:

8/2017

Belge Dili:

Türkçe

Document ID (Org No.):

2000470943

DOI:

https://doi.org/10.18768/ijaedu.336688