CEFR: Education towards 21st Century of Learning. Why Matters?

Abstract

English is a universal language that is used for communication all around the world. However, when studying English, it is critical to establish a consistent measurement for each skill that everyone can agree on. As a result, the Common European Framework of Reference (CEFR) is produced for language measurement. It is a framework that can be applied to a variety of languages. It is acknowledged as a standard framework that is identified throughout Europe and, increasingly, throughout the world; Malaysia is no exception. It was created to give a clear, consistent, and the comprehensive framework for developing language syllabuses and curriculum guidelines, creating teaching and learning resources, and assessing foreign language proficiency. As a result, if it is used and stated in a Curriculum Vitae (CV), the employer should know what it signifies. There are six levels in the CEFR: A1, A2, B1, B2, C1, and C2. Basic users are defined as A1 and A2. Once learners attain levels B1 and B2, they are termed independent users, which indicates they may converse. Finally, learners who achieve a proficiency level of C1 or C2 are deemed proficient. CEFR is now applied for 40 languages around the world, allowing language learners to concentrate on their language achievement while having it standardized and acknowledged both within and outside their own countries. Since 2016, the CEFR has been used in the Malaysia education system to teach English as a Second Language (ESL). Therefore, the focus of this paper will be on a brief history of the CEFR, as well as the components of the CEFR and the relevance of understanding the language level. The implementation of the CEFR in the Malaysian curriculum and 21st-century learning will also be explored, as well as the importance of CEFR in ESL learning.