EFL TEACHERS’ PERCEPTIONS TOWARDS THE USE OF CEFR-V

Authors

  • Nguyen Ngoc Tiep Can Tho University, Viet Nam

DOI:

https://doi.org/10.46827/ejel.v0i0.856

Keywords:

CEFR, CEFR-V, perception, EFL, project

Abstract

This study explores the perceptions towards the use of the Vietnamese Common European Framework of Reference for Language Proficiency (CEFR-V) as criteria to evaluate graduate students’ English proficiency held by EFL teachers. The participants were 41 EFL teachers from one university in Mekong Delta. The instruments of data collection were questionnaires and interviews. The questionnaire was administered to identify the students’ beliefs about effective vocabulary learning strategies. Six participants were selected for the follow-up interviews. The interview questions were developed on the basis of the initial results of the analysis of the questionnaire responses. The purpose of the interview was to elicit more information that the questionnaire responses failed to provide. The obtained results revealed that the participants in general had positive perceptions towards the CEFR-V use. They also addressed possible benefits, possible problems and suggestions for optimizing the CEFR-V.

 

Article visualizations:

Hit counter

DOI

References

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

Council of Europe. (2006). Survey on the use of the Common European Framework of Reference for Languages (CEFR), Synthesis of Results. Strasbourg, France: Council of Europe. Retrieved 6 May 2015, from http://www.coe.int/t/dg4/linguistic/Source/Surveyresults.pdf

Duong, D.T. and Trinh, Q.L (2016). Lecturers and students' perception of EFL policy and practice at a higher education institute. Can Tho University Journal of Science.

Ellis, R. (1994). The Second Language acquisition. Oxford: Oxford University Press.

Hulstijn, J. H. (2011). Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8(3), 229-249.

Nagai, N., & O’Dwyer, F. (2011). The actual and potential impacts of the CEFR on language education in Japan. Synergies Europe, 6, 141-152.

Nguyen, D. A. (2016). The Challenges of Implementing the National Proficiency Standards with Ethnic Minority Students a Study at Tay Bac University.

Nguyen, N. H. (2015). Vietnam’s National Foreign Languages Project 2020: Challenges, opportunities, and solutions. English for ASEAN integration: Policies and practices in the region, 62-64.

Vietnam, Government Offices. (2008, September 30). Decicion No. 1400/QD-TTg. Retrieved 2 December 2015 from http://thuvienphapluat.vn/archive/Quyetdinh/1400-QD-TTg-vb83815t17.aspx

Downloads

Published

2017-06-28

Issue

Vol 2, No 4 (2017)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).