The Global Impact of CEFR in Higher Education: A Case Study in Kazakhstan and Insights from a Pedagogical Experiment

Abstract

The article explores the transformative impact of the Common European Framework of Reference for Languages (CEFR) on global language pedagogy, with a particular focus on its implications for higher education and its application in Kazakhstan. Introduced by the Council of Europe in the early 2000s, the CEFR offers a comprehensive framework for language teaching, learning, and assessment, spanning six competency levels from A1 to C2. Its widespread adoption has reshaped language education policies and practices worldwide, emphasizing communication skills across reading, writing, speaking, and listening. The study investigates the evolution of the CEFR and its integration into higher education systems, examining its influence in countries such as the UK, Germany, France, and Canada. Notably, Kazakhstan has embraced the CEFR as a guiding framework for language instruction, aiming to enhance graduates’ employability in the international job market. Additionally, the article presents findings from a pedagogical experiment conducted at a Kazakhstani university, assessing the effectiveness of CEFR-aligned speaking assessment criteria in improving students’ proficiency. The study employs a mixed-methods approach, combining quantitative data analysis with qualitative student feedback, highlighting the positive impact of aligning teaching strategies with the CEFR. Overall, the research contributes valuable insights into the practical application of the CEFR in Kazakhstani higher education and its broader implications for language instruction worldwide. Keywords: CEFR, higher education system, teaching methods, assessment criteria, student feedback, survey.