TESL pre-service teachers’ perceptions toward the implementation of CEFR - Awareness, challenges, and solutions

Oct 15, 2026

Uploaded by Mabel

The research investigates TESL pre-service teachers’ perceptions of implementing the Common European Framework of Reference for Languages (CEFR) in primary ESL classrooms. Conducted across five Institutes of Teacher Education in Malaysia with 203 participants, the study uses quantitative data collection through questionnaires with a 5-Likert scale. Descriptive statistics (percentage, mean, and standard deviation) analyze awareness, perceived challenges, and proposed solutions. Findings show an agreeable awareness level (M=4.12), moderate challenges (M=3.84), and strong identification of solutions (M=4.47). The study recommends that stakeholders provide structured exposure to CEFR implementation and address integration challenges.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Study aim and research focus

CEFR in language education and curriculum changes

TESL Pre-Service Teachers’ Perceptions toward the Implementation of CEFR: Awareness, Challenges, and Solutions Nur Aina Zafirah Hishamudin SK (1) Selayang Baru, Malaysia, [ainazafiraah99@gmail.com](ainazafiraah99@gmail.com) Kee Li Li Corresponding author, Institute of Teacher Education Tun Hussein Onn Campus, Malaysia, [keelili@iptho.edu.my](keelili@iptho.edu.my) The aim of this research was to investigate TESL pre-service teachers’ perceptions of the Common European Framework of Reference for Languages (CEFR) implementation in primary ESL classroom. The study explored pre-service teachers’ awareness, challenges, and potential solutions to overcome any limitations. The research was conducted in five Institutes of Teacher Education in Malaysia and involved 203 participants who were majoring in Teaching English as Second Language (TESL) for Bachelor’s Degree in Teaching or Program Ijazah Sarjana Muda Perguruan (PISMP) . The study employed a quantitative methodology in data gathering, using a set of questionnaires that utilized a 5-Likert scale. The researchers used descriptive statistics including percentage, mean, and standard deviation to analyze the data. The study found that TESL pre-service teachers had an agreeable level of awareness of CEFR (M = 4.12), perceived the challenges in implementing CEFR (M = 3.84), and identified potential solutions to overcome the issues (M = 4.47) . The study cast significant implications on stakeholders such as the Ministry of Education and the Institutes of Teacher Education in Malaysia. The research suggests that these stakeholders should provide pre-service teachers with sufficient exposure to CEFR implementation and identify the challenges that they face when integrating CEFR into primary ESL classroom. Overall, this research highlights the importance of investigating TESL preservice teachers’ perceptions of CEFR implementation. Additionally, the study provides suggestions for future research in this area. Keywords: common European framework of reference for languages (CEFR), perceptions, TESL preservice teachers, language INTRODUCTION The English language is used universally as an international language. In today’s era of globalization, having proficiency in English provides a competitive advantage. Many job requirements call for employees with adequate English language proficiency, as communication skills are highly valued by companies under the National Association of Colleges and Employers (NACE) . Regardless of the industry, fluency in English is necessary to effectively convey messages and achieve a company’s goals and objectives. In essence, according to Don and Abdullah (2019), students must adjust to a rapidly changing world and a job market that demands effective communication skills in English. Ahmad (2016) asserts that English has become a worldwide language that serves as a connecting link, particularly for modern sciences and technologies, including space science and information technology. Hence, the use of English language in staying informed about current affairs and news is always emphasized. For example, National Aeronautics and Space Administration (NASA) employs Citation: Hishamudin, N. A. Z., & Kee, L. L. (2023) . TESL pre-service teachers’ perceptions toward the implementation of CEFR: Awareness, challenges, and solutions . Anatolian Journal of Education, 8(2), 147-160. [https://doi.org/10.29333/aje.2023.8210a](https://doi.org/10.29333/aje.2023.8210a) English to communicate updates about its research and events. Thus, it is crucial for individuals to possess proficient English skills to stay updated and broaden their knowledge. Guan et al. (2020) also note that students must acquire English to easily access electronic media that is available in the language. The Malaysian Ministry of Education (MOE) has taken several measures to upgrade the younger generations’ English language proficiency to meet global standards. The incorporation of the

FAQs

What is the study’s main purpose?

The study examines TESL pre-service teachers’ perceptions toward CEFR implementation in primary ESL classrooms, focusing on awareness, challenges, and solutions.

How was the research conducted and analyzed?

The study used a quantitative questionnaire approach with a 5-Likert scale and analyzed responses using descriptive statistics such as percentage, mean, and standard deviation.

What were the key findings on awareness, challenges, and solutions?

Participants reported an agreeable awareness of CEFR (M=4.12), perceived challenges in implementation (M=3.84), and identified potential solutions to overcome issues (M=4.47).

What implications does the study suggest for stakeholders?

The study highlights implications for the Ministry of Education and teacher education institutes, recommending sufficient exposure to CEFR implementation and support for overcoming integration challenges.

Oct 15, 2026

Uploaded by Mabel