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Teaching CEFR-aligned writing to young learners: practices and voices of teachers

The introduction of the Common European Framework of Reference (CEFR)-aligned English syllabus into the Malaysian education system is a welcome initiative taken by the government as a part of “memartabatkan Bahasa Melayu, memperkukuhkan Bahasa Inggeris” to empower Malaysian citizens to compete in th...

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Main Authors: Mohd. Alias, Mohd. Dzaquan Imran, Abdul Raof, Abdul Halim, Abdullah, Tina
Format: Article
Language:English
Published: Universiti Putra Malaysia Press 2021
Subjects:
L Education (General)
PE English
Online Access:http://eprints.utm.my/id/eprint/95720/1/AbdulHalim2021_TeachingCEFRAlignedWritingtoYoung.pdf
http://eprints.utm.my/id/eprint/95720/
http://www.pertanika.upm.edu.my/pjssh/browse/special-issue?article=JSSH(S)-523-2021
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spelling my.utm.957202022-05-31T13:18:12Z http://eprints.utm.my/id/eprint/95720/ Teaching CEFR-aligned writing to young learners: practices and voices of teachers Mohd. Alias, Mohd. Dzaquan Imran Abdul Raof, Abdul Halim Abdullah, Tina L Education (General) PE English The introduction of the Common European Framework of Reference (CEFR)-aligned English syllabus into the Malaysian education system is a welcome initiative taken by the government as a part of “memartabatkan Bahasa Melayu, memperkukuhkan Bahasa Inggeris” to empower Malaysian citizens to compete in this era of globalization (Ministry of Education, 2015). The new initiative has also brought forth shifts in teaching approach and technique, and assessment method. Teachers must incorporate in their teaching, among others, formative assessment and differentiation techniques. It prompted a study to be carried out to obtain insights into the practice of teachers teaching CEFR-aligned syllabus. Five primary school teachers teaching five different writing classes to nine-year-olds participated in the study. Classroom observation protocol and guided reflective interview were used to obtain data for the study. The findings revealed that the classes were mainly teacher-centered, and teachers hardly used differentiation techniques. Several formative assessment elements were exhibited but not comprehensively. Teachers' lack of training in CEFR and ineffective training system may be the cause of this observation. Universiti Putra Malaysia Press 2021-11 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/95720/1/AbdulHalim2021_TeachingCEFRAlignedWritingtoYoung.pdf Mohd. Alias, Mohd. Dzaquan Imran and Abdul Raof, Abdul Halim and Abdullah, Tina (2021) Teaching CEFR-aligned writing to young learners: practices and voices of teachers. Pertanika Journal of Social Sciences and Humanities, 29 (3). pp. 351-368. ISSN 0128-7702 http://www.pertanika.upm.edu.my/pjssh/browse/special-issue?article=JSSH(S)-523-2021
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
PE English
spellingShingle L Education (General)
PE English
Mohd. Alias, Mohd. Dzaquan Imran
Abdul Raof, Abdul Halim
Abdullah, Tina
Teaching CEFR-aligned writing to young learners: practices and voices of teachers
description The introduction of the Common European Framework of Reference (CEFR)-aligned English syllabus into the Malaysian education system is a welcome initiative taken by the government as a part of “memartabatkan Bahasa Melayu, memperkukuhkan Bahasa Inggeris” to empower Malaysian citizens to compete in this era of globalization (Ministry of Education, 2015). The new initiative has also brought forth shifts in teaching approach and technique, and assessment method. Teachers must incorporate in their teaching, among others, formative assessment and differentiation techniques. It prompted a study to be carried out to obtain insights into the practice of teachers teaching CEFR-aligned syllabus. Five primary school teachers teaching five different writing classes to nine-year-olds participated in the study. Classroom observation protocol and guided reflective interview were used to obtain data for the study. The findings revealed that the classes were mainly teacher-centered, and teachers hardly used differentiation techniques. Several formative assessment elements were exhibited but not comprehensively. Teachers' lack of training in CEFR and ineffective training system may be the cause of this observation.
format Article
author Mohd. Alias, Mohd. Dzaquan Imran
Abdul Raof, Abdul Halim
Abdullah, Tina
author_facet Mohd. Alias, Mohd. Dzaquan Imran
Abdul Raof, Abdul Halim
Abdullah, Tina
author_sort Mohd. Alias, Mohd. Dzaquan Imran
title Teaching CEFR-aligned writing to young learners: practices and voices of teachers
title_short Teaching CEFR-aligned writing to young learners: practices and voices of teachers
title_full Teaching CEFR-aligned writing to young learners: practices and voices of teachers
title_fullStr Teaching CEFR-aligned writing to young learners: practices and voices of teachers
title_full_unstemmed Teaching CEFR-aligned writing to young learners: practices and voices of teachers
title_sort teaching cefr-aligned writing to young learners: practices and voices of teachers
publisher Universiti Putra Malaysia Press
publishDate 2021
url http://eprints.utm.my/id/eprint/95720/1/AbdulHalim2021_TeachingCEFRAlignedWritingtoYoung.pdf
http://eprints.utm.my/id/eprint/95720/
http://www.pertanika.upm.edu.my/pjssh/browse/special-issue?article=JSSH(S)-523-2021
_version_ 1735386838971973632
score 13.211869

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