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toward the Implementation of CEFR: Awareness, Challenges, and Solutions  \nNur Aina Zafirah Hishamudin  \nSK (1) Selayang Baru, Malaysia, [ainazafiraah99@gmail.com](ainazafiraah99@gmail.com)  \nKee Li Li  \nCorresponding author, Institute of Teacher Education Tun Hussein Onn Campus, Malaysia, [keelili@iptho.edu.my](keelili@iptho.edu.my)  \nThe 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.  \nKeywords: common European framework of reference for languages (CEFR), perceptions, TESL preservice teachers, language  \nINTRODUCTION  \nThe 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.  \nAhmad (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  \nCitation: 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.  \n[https://doi.org/10.29333/aje.2023.8210a](https://doi.org/10.29333/aje.2023.8210a)  \nEnglish 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.  \nThe 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","cbCaimaSDn5SxF8N","https://ap.wps.com/l/cbCaimaSDn5SxF8N","pdf",333151,14,"English","# Introduction\n## Study aim and research focus\n## CEFR in language education and curriculum changes","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"The study examines TESL pre-service teachers’ perceptions toward CEFR implementation in primary ESL classrooms, focusing on awareness, challenges, and solutions.\"},{\"question\":\"How was the research conducted and analyzed?\",\"answer\":\"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.\"},{\"question\":\"What were the key findings on awareness, challenges, and solutions?\",\"answer\":\"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).\"},{\"question\":\"What implications does the study suggest for stakeholders?\",\"answer\":\"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.\"}]","TESL pre-service teachers’ perceptions toward the implementation of CEFR - Awareness, challenges, and solutions | PDF",1792073555,35]