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



  • Nabilah Yasin Sekolah Kebangsaan Kota Masai 2,Malaysia
  • Hamidah Yamat Universiti Kebangsaan Malaysia, Malaysia


CEFR-aligned curriculum, English as Secondary Language (ESL), teachers’ readiness, factors, teaching and learning


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.


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How to Cite

Yasin, N. ., & Yamat, H. . (2021). Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum . International Journal of English Language Studies, 3(2), 44-51. https://doi.org/10.32996/ijels.2021.3.2.6