CEFR Levels Research Articles

Exploring the Acceptance of Mobile-Assisted Peer Feedback in English Speaking among Chinese EFL Students

Grounded in the Technology Acceptance Model (TAM), this quasi-experimental study examined the use of Mobile-Assisted Peer Feedback (MAPF) tools via the Tencent Mini Programme among Chinese university EFL learners to enhance English speaking proficiency. A mixed-methods approach was employed, using descriptive statistics for questionnaire data and thematic analysis with NVivo for interview data. Sixty non-English major students (CEFR levels A2-B1) were selected through purposive sampling and assigned to three groups: one-way, dialogic, and visualised peer feedback. Results showed positive responses across all modes, with visualised feedback rated highest for usefulness, behavioural intention, and speaking improvement. The study highlights the need to consider technological, individual, and sociocultural factors in mobile-assisted feedback for language learning. Future research should explore long-term effects, application in diverse contexts, and further refinement of mobile-assisted feedback modes to enhance learner engagement. This study contributes to the research on MAPF in English speaking and offers practical insights for educational technology development.

Aligning Academic Reading Tests to the Common European Framework of Reference for Languages (CEFR)

Given the significant global influence of the Common European Framework of Reference for Languages: Teaching, Learning, and Assessment (CEFR) on English language education, this study deals with aligning a university’s academic reading tests to the CEFR. It aimed at validating the test construct of the academic reading tests in relation to the proficiency levels defined by the CEFR. The study employs two standard setting procedures outlined in the CEFR Manual: the Familiarization procedure and the Specification procedure, to explore the CEFR level of the academic reading tests as well as the prominent characteristics of the reading texts and the test items in terms of their level and key features. Three academic reading tests were randomly selected. The CEFR Content Analysis Grid for Reading was employed to characterize the content of test items and test tasks. The results indicated that 9 out of 18 reading texts were estimated to correspond to the B2 CEFR level. Texts estimated as B1 and C1 levels were evenly distributed, and none of the reading texts were classified as A1 or C2 levels. Moreover, the findings demonstrated a significant prevalence of B2 and B1 level items. Specifically, B2 items represented the largest proportion at 31.88%, closely followed by B1 items at 25.12%.

Integrated reading-into-writing: Developing a task blueprint

Integrated reading-into-writing assessment has become increasingly common in second language English for Academic Purposes assessment. It is viewed as a means of potentially increasing the authenticity and therefore validity of assessment that aims to measure a candidate’s readiness for the demands of academic writing. While there is a body of research seeking to identify the distinct sub-skills involved in an integrated reading to write task, there is much more limited work addressing the design of rubrics for integrated tasks for specific contexts. This paper describes the development of an integrated reading-into-writing task and rubric for students at B2+/C1 CEFR level in a PreMasters Direct Entry Program (DEP) at a university language centre in Australia. The project aimed to develop a blueprint for an integrated reading-into-writing task and rubric that captures the core constructs of synthesis writing and can be used as a basis for assessment writers to adapt to suit the parameters of other specific integrated reading into writing tasks in other programs or contexts.

Preliminary findings and research perspectives on the German modal sollen in L2 written assessments

Modal verbs represent a special verb category and constitute an essential component of L2 German semantics. While Abrams and Rott (2017) suggest that German learner texts depict a 90% accuracy in the correct use of modal verbs in integrative writing tasks, the correct semantic use of the modal sollen (‘supposed to’; ‘should’) seems to pose a particular challenge (Jentges 2016), especially in an assessment context. In this corpus analysis, 1,032 L2 German assessment texts across all CEFR levels were analyzed with respect to the L2 semantic use of sollen against the backdrop of the assessment prompts. 68% of instances of all uses of sollen in A1 texts and 53% of all uses of sollen in A2 texts showed an inappropriate semantic use of sollen. The discrepancy between these results and Abrams and Rott (2017) can be attributed to the prompts used in the assessments analyzed in this paper: They do not take into consideration the semantic mismatch between the use of the modal in the prompt and its inappropriate use in the texts produced.

Mastery of Listening and Reading Vocabulary Levels in Relation to CEFR: Insights into Student Admissions and English as a Medium of Instruction

Prior to enrolling in an English as a medium of instruction (EMI) institution, students must show an English proficiency level through meeting a benchmark on a standard English proficiency test, which is typically aligned with the Common European Framework of Reference for Languages (CEFR). Along with overall English proficiency, aural/written vocabulary level mastery could also predict students’ success at EMI institutions, as students need adequate English vocabulary knowledge to comprehend lectures and course readings. However, aural/written vocabulary level mastery has yet to be clearly benchmarked to CEFR levels. Therefore, this study aimed to investigate the correlations between students’ aural/written vocabulary level mastery and their CEFR levels. Forty undergraduate students in a Macau EMI university were recruited to take one English proficiency test and two vocabulary level tests (i.e., Listening Vocabulary Levels Test (LVLT) and the Updated Vocabulary Levels Test (UVLT)). Correlation analyses were conducted to explore the relationship between students’ CEFR levels and their mastery of listening and reading vocabulary levels. A positive correlation was found between students’ CEFR levels and their mastery of receptive aural vocabulary levels (ρ = 0.409, p = 0.009). Furthermore, a statistically significant positive correlation was found between students’ CEFR levels and their mastery of receptive written vocabulary levels (ρ = 0.559, p < 0.001). Although positive correlations were observed, no clear pattern was identified regarding the relationship between students’ CEFR levels and their mastery of aural/written vocabulary levels. Regression analyses were further conducted to determine the extent to which the combination of receptive aural and written vocabulary knowledge predicts the CEFR levels. The results indicated that the regression model that included only UVLT scores better predicted the CEFR levels. Given the positive correlations observed between students’ CEFR levels and their mastery of vocabulary levels, this study’s findings suggest the inclusion of aural/written vocabulary levels as additional indicators for ensuring student academic success in EMI institutions. Implications for EMI universities on student admissions, classroom teaching, and provision of additional English courses were provided.

Constructional Emergence in A1–C1: A Bird’s Eye Perspective and Alignment

This study aims to take a usage–based constructionist approach to observing the emergence of constructions in L2 speakers of English from a bird’s eye perspective and aligns some of them with CEFR levels. To do this, five equally balanced subparts from the EFCAMDAT corpus were compiled and analyzed using TAASSC and SPSS. The findings present strong evidence for and confirm previous studies that speakers at lower proficiency levels use fixed or prototypical expressions and do not deviate as much from conventional ways of combining constructions, i.e., collexemes. As proficiency increases, their constructicon gets lexicogrammatically richer and less prototypical, as such prototypical examples serves as training wheels for further expansion. While there seems to be evidence for low–frequency constructions to follow a developmental path through CEFR levels, high–frequency constructions do not seem to follow this path. In the end, the study presents a set of constructions aligned for each CEFR level, which appears to be in line with the characteristics of CEFR levels described at englishprofile.org.

Multi-word expressions for Russian L2 learners: corpora-based selection with expert verification

The article describes the experience of creating a corpus-based list of the most relevant multi-word expressions for Russian L2 learners, distributed across the levels of the Common European Framework of Reference for Languages (CEFR) from A1 to C1. Modern linguistic and cognitive research shows that our speech is patterned and largely consists of stable segments. This fact is supported by the linguodidactic idea of teaching not isolated language units but their combinations of different nature. However, the selection and ranking of multi-word expressions based on language proficiency levels is constrained by the difficulty of automatically extracting them from a corpus of texts and estimating their frequency, as well as disagreements in defining the boundaries, linguistic nature, and terminology of multi-word expressions. This article describes the experience of compiling a list of the most valuable fixed-type multi-word expressions from various sources: two types of existing CEFR-graded vocabulary lists for Russian L2 learners – lexical minimums for the TORFL (Test of Russian as a Foreign Language) system and Russian KELLY (KEywords for Language Learning for Young and adults alike); the most frequent n-grams from the RuFoLa – Russian L2 textbook corpus and from the Russian Web corpus of internet texts; list of discourse formulas from the «Pragmaticon» project. The CEFR level of each multi-word expression is predicted using the frequency-based Max Delta measure, and its effectiveness is subsequently validated through annotation by multiple experts. The resulting list of multi-word expressions contains 1645 entries from A1 to C1 levels. The proposed version of the list has been implemented into an automated text analysis system for learners of Russian as a Foreign Language and can be useful for a wide range of professionals in the preparation of educational content for foreign language learners. The suggested Max Delta measure has demonstrated a high degree of agreement with expert evaluations within proficiency levels A1-B1. This signifies the importance of further exploring its potential in addressing related practical tasks and in selecting language learning content derived for other languages.

Using Quizlet and Brain Quiz in ESP virtual classroom at technical university (CEFR level B2/C1)

Importance. The use of game design features in educational activities, or gamification of learning, is a popular, albeit contentious, trend in the field of education right now. This research applies gamification as a strategy to enhance inner motivation and learner autonomy in acquiring L2 technical vocabulary of the second language by students at the B2/C1 level in a virtual classroom.Research Methods. The case study uses a two-cycle action research design to assess the difference between learning terminology with and without Quizlet support throughout a spring semester 2022, observes the development of learner autonomy through a survey, and demonstrates the growth of inner motivation reflected by Brain Quiz team scores.Results and Discussion. The paired-sample t-test findings showed a significant difference between the two vocabulary learning cycles. After utilising Quizlet, students’ vocabulary scores on Moodle quizzes increased by 10 to 15 % on average across all grade levels. As part of the evaluation process, the online formative assessment “Brain Quiz” demonstrates that students with higher performance on Moodle quizzes are able to establish more productive teams.Conclusion. The study can contribute to the English Language Teaching (ELT) literature regarding innovative and technological tools that can improve students’ language skills in the 21st century.

PolylexFLE

Abstract MWE knowledge is key in the process of learning a foreign language, but its teaching remains hindered by the lack of list of expressions connected to pedagogical aims. In this paper, we present an extended version of the PolylexFLE database, containing 4,525 French multiword expressions (MWE) of three types: idioms, collocations or fixed expressions. In order to propose exercises following the difficulty scale of the European Framework of Reference for Languages (CEFR), we used a mixed approach (manual and automatic) to annotate 1,186 expressions according to the CEFR levels. The paper focuses mostly on the automatic procedure that first identifies the expressions from the PolylexFLE database (and their variants) in a corpus of pedagogical texts (with CEFR labels) using a pattern-based system. In a second step, their distribution in this corpus is estimated and transformed into a single CEFR level. The automatic approach proposed is finally evaluated by 52 French as foreign language learners.

Analysis of Early Childhood Arabic Language Acquisition of The Komunitas Anak Shalih Based on CEFR

Early age is a golden opportunity for children; therefore, early age is called the golden age for children. At this age, the child has extraordinary abilities, so it is good to be developed optimally. It is the golden age for the child to learn and acquire the language without neglecting other aspects. This is done in Komunitas Anak Shalih Tanjung Morawa. While in the Komunitas Anak Shalih, early childhood children at the educational institution are familiarised with hearing the names of objects and conveying them using Arabic. But in the acquisition of Arabic, they do not have a framework standardisation as a reference. Let's call it one of the CEFR. This study will answer questions related to the process of acquiring Arabic for early childhood in the Komunitas Anak Shalih and their speaking skills according to CEFR levels. This study uses a qualitative naturalistic approach using an embedded case study design model or case study. Data collection techniques are observation, interviews, and documentation, with data analysis to reduce data, present data, draw conclusions, and verify. The results found that early childhood language acquisition in the Komunitas Anak Shalih used behaviourism theory, and their speaking skills were at the rudimentary A1 level (PreA1) based on the CEFR.

Profiling English sentences based on CEFR levels

Abstract The study aims to demonstrate the procedure for constructing the CEFR-based Sentence Profile (CEFR-SP), a dataset with the CEFR levels assigned for sentences, and to identify the characteristics at each level. Basic statistics such as word length and sentence length are presented for each CEFR level for 7,511 carefully selected sentences, and statistical tests are conducted between adjacent levels to identify criterial features. The findings reveal significant differences in word length between adjacent levels, while word difficulty is not significant in discriminating levels at either end (A1–A2, C1–C2). Sentence length and depth are also not significant discriminators for higher levels (B2–C1, C1–C2). Notably, sentence-level data generally exhibit discriminative values compared to text-level statistics, indicating their direct capture of characteristics at each CEFR level.

Turkish L1 speakers’ use of the article in Spanish: An error analysis

For Turkish learners of Spanish, the correct use of the article is particularly difficult area of grammar. Regardless of their level, such learners struggle to master this crucial aspect of the language. Accordingly, the present study combines a recent review of literature on article usage to investigate and classify errors in article use produced by Turkish students learning Spanish as a second foreign language (L2). The study was conducted at a private university in Türkiye during the fall term of the 2019–2020 academic year. The undergraduate participants (N=31) were enrolled on a range of degree programs and were taking Spanish as an elective at CEFR level A1. Data for the study came from the review exercises completed by the students in the final week of classes. For the purposes of this study, three activities were analyzed: one open-ended writing task and two controlled exercises. The analysis revealed that the most frequent errors involved gender agreement in noun-article pairs, incorrect article selection, omission, or inappropriate addition of the article. The theoretical and pedagogical implications of these findings for Turkish L1 learners of Spanish as a foreign language are discussed in order to provide a reference for SFL instructors tasked with helping their students overcome the difficulties that typically arise when encountering this element of grammar.

Challenges and Benefits of Developing CEFR for Languages-Aligned Writing Assessments for Thai EFL Learners: A Case Study on Yala Rajabhat University Test of English Proficiency

This research aims to explore the development of the local standardized tests, Yala Rajabhat University Test of English Proficiency or YRU-TEP, tailored to specific regions, and explore the test aligning with the Common European Framework of Reference for Languages compared to another standardized test, English Discoveries. This study focuses on the context of Thai English as a foreign language learners’ context. To write the test items, Can-Do statements were employed as the expert panel discussed and agreed on the objectives of each skill assessed in each item. In contrast, each item was evaluated through the Index of Item Objective Congruence by the experts. Three hundred experimental groups of test takers have been involved through purposive random sampling. To explore if the YRU-TEP aligns with the CEFR proficiency levels, another standardized test, English Discoveries developed by the ETS has been employed. The experimental test takers took both tests, and the scores were calculated following the cutoff scores to see if they were equivalent. The results showed that 98.67% of the scores had equally the same CEFR levels. However, challenges exist in implementing CEFR-aligned writing assessments in this context. Addressing these challenges involves adapting CEFR to the Thai context, ensuring cultural relevance, refining assessment criteria, and effective resource management. This endeavor contributes to standardizing language proficiency assessment practices and enhancing the quality of EFL education, especially in the case of local tests like the YRU-TEP.

Designing Cartoons for Mnemonic Strategy in Teaching Vocabulary of Analytical Exposition Text

The objective of this research was to design cartoons by using mnemonic strategy to teach the vocabulary in analytical exposition texts for the eleventh grade students of SMAN 6 Pontianak. This research followed the procedure of ADD (Analysis, Design, and Develop) phase of the complete procedure ADDIE. In Analyzing phase, the English teacher was interviewed after observing the class. In Designing phase, the first draft was produced after a process including searching for the texts and analyzing the vocabulary difficulty in those based on CEFR levels. In Developing phase, the cartoons were drawn and colored digitally using Clip Studio Paint. They were presented in A4 PDF document format using Canva as a tool to design the layout. To make the learning process interactive, the product was also cross-posted on liveworksheets.com. The complete development was followed by product evaluation. The result indicated that the product is categorized as “excellent” with the value of 3.89 using Likert Scale. This research produced a book entitled Analytical Exposition Text Vocabulary.Keywords: Cartoons, Mnemonic, Vocabulary

Mapping English language proficiency test scores of lecturers onto the common European framework level

This study was conducted to display the lecturer’s English language proficiency test scores at one of the state universities in Indonesia. The research applied descriptive design by quantitative approach. The sample is the lecturers of the English and non-English departments at one of the state universities in Indonesia. The instrument of the research was English language proficiency test of TOEFL ITP. Descriptive statistics was used as data analysis technique, mean and percentage. The result of this research disclosed that 86% of the lecturers are in the level of B1 of CEFR which achieved the targeted score of English competences certification file requirements of certified lecturer and 3.92% of the lecturers are in the A2 level of CEFR. The researchers discovered that the most difficult language skill of the test is in the structure and written expression section where 4 % of the lecturers are in the A2 CEFR level. Then it is also revealed that the lecturers got the lowest scaled score in the structure and written expression section, which was 37. From all parts of the test, none of the lecturers achieved C1 level in the structure and written expression. This is implied that the lecturers have problems in their writing skills and need to improve their grammatical skills to be able to write correct sentence structure in standard academic English.

The Profile of Undergraduate Students' Ability in Writing Exposition Text

This study was aimed to identify the ability of first-semester students' class of 2023/2024 in writing analytical exposition texts according to CEFR level at UNK Semarang and identify the problems faced as well as solutions to these problems. The data were taken from 35 students' writing products and the results of interviews with several students. Data analysis for assessment writing will use Ratnaningsih' theory and CEFR. This research uses mixed methods, in the first stage the researchers will carry out a quantitative method first (calculating writing test scores) and then the researchers will carry out a qualitative method (interviews). The results of this study showed that the writing skill level of participants is at level C1, where the highest aspect obtained by most students is content and the lowest aspect is mechanics. Apart from that, the main problems in writing analytical exposition text are grammar, vocabulary, spelling, punctuation, and capitalization. Lastly, researchers can propose for the problems in this study is to increase or diligently practice writing in English, note down a new vocabulary that has never been known before and increase knowledge with various kinds of references found, for example from YouTube.

Lesson Learned from the Initial Phase of the Development Process of CEFR-Based Uttaradit Rajabhat University Test of English Proficiency

Background and Aims: The development of the CEFR-Based Test of English Proficiency enriches the broader field of language assessment. By sharing valuable insights into the complexities of aligning assessments with international frameworks. Thus, this academic article aims to present the lesson learned during the initial phase of the development process of the CEFR-Based Uttaradit Rajabhat University Test of English Proficiency (URU-TEP). Linking the URU-TEP to the Common European Framework of Reference for Languages (CEFR), widely used as a reference in English as a Foreign Language (EFL) education, is crucial if test results are to be interpreted under the CEFR levels. Methodology: This study used the method of studying documents and related research, using thematic analysis and presenting descriptive information. Results: the finding is divided into four sections: the current state of the English proficiency test at URU, the process of developing the five-skill URU-TEP based on the CEFR, the process of obtaining test validity and reliability, and opportunities and challenges. Conclusion: The essence of the discovery is to enhance understanding in various areas. of the English proficiency testing process at Uttaradit Rajabhat University It also emphasizes consideration of the validity and reliability of the test to support quality and improve the examination process in the future.

An Analysis of Sumbawa Vocational High Schools English Foreign Language Teachers’ English Proficiency

The aim of the study is to analyze the English proficiency of VHSs EFL teachers in Sumbawa. In Indonesia, English is considered a foreign language and a mandatory subject that has to be taught at schools. Especially at Vocational High School (VHS), neither current nor official records of English as a Foreign Language (EFL) teachers’ proficiency levels exists in our national databases (Yusuf and Novita, 2020). It could be argued that many English teachers in Indonesian schools fall under the category of less-skilled professionals with the lack of adequate competences to teach the language (Renandya, Hamid, & Nurkanto, 2018). The participants of the study consisted of 30 VHSs EFL Teachers of Sumbawa. The data collected using TOEFL like test, and it was analyzed in thre steps; correcting the TOEFL score, converting it into CEFR level, and intepreting the data. The results of the study show that the English proficiency of the VHSs EFL teachers is range from A1 to B1 which the majority of the participating teachers’ language proficiency are still at the CEFR A2 level. Regarding the strong points, it shows that the participants perform better at listening comprehension compared to the other two sets of skills tested. Based on the analysis of their numbers of correct answers, SWE section seemed to be a weak point for nearly every participant.

A DIDACTICAL APPROACH TO FOSTERING LANGUAGE SENSITIVITY IN MULTILINGUAL CLASSROOM SETTINGS: THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) AS A TOOL TO UNITE NATIONS

The article emphasizes the crucial role of language proficiency as well as language sensitivity, especially within multilingual classroom environments, underlining the significance of adhering to the Common European Reference of Languages (CEFR) as a means of fostering global cohesion. It underscores the importance of aligning Ukraine’s educational strategies with international standards, particularly emphasizing the value of foreign language education. Furthermore, the paper stresses the necessity for foreign language teachers to acquire adequate didactical and methodological competencies, an awareness for language sensitivity, and intercultural understanding. It describes Austria’s successful implementation of the CEFR in language assessment, illustrating its pivotal role in standardized examinations and its broad international recognition. Specifically, the article outlines the structure of Austria’s Matura exam for foreign languages, which evaluates reading, listening, language in use, and writing, with a mandatory requirement to achieve a B2 level of CEFR proficiency. It suggests that standardized assessment formats, based on CEFR levels, mitigate stigmatization and ensure fairness in evaluation. Consequently, the paper recommends integrating the CEFR into Ukraine’s educational system to foster language proficiency and enhance language sensitivity in multilingual classrooms. It advocates training programs for language teachers on CEFR implementation and assessment, with the aim of fostering European unity through language education. The article suggests incorporating CEFR principles into Ukraine’s educational reform «New Ukrainian School», and underscores the importance of collaboration between Austrian and Ukrainian educators and researchers in achieving this goal.

Game On! The Effectiveness of Gamified Approaches in Thai Higher Education

Despite the growing interest in the use of gamification applications in English language teaching and learning, research on the effectiveness of gamified grammar learning compared to conventional methods and its impact on students’ learning enjoyment in the Thai higher education context remains limited. This study employed a quasi-experimental research design and a sequential mixed-methods explanatory design to investigate the learning outcomes and factors that contribute to students’ learning enjoyment in a gamified English grammar class. The study involved 52 first-year Liberal Arts and Management students aged 18–20 with A1–A2 CEFR levels. The quantitative data were analyzed using descriptive statistics and Wilcoxon tests, while the qualitative data were examined through thematic analysis. The results showed that gamified grammar learning (Z = 4.32, p < 0.001) is more effective than traditional learning approaches (Z = 4.49, p < 0.001), leading to better learning outcomes, and five themes that contributed to the students’ learning enjoyment in a gamified English grammar class were identified. The findings suggest that integrating gamification into English grammar classes could provide an engaging and motivating learning environment that enhances learning outcomes. Future research could expand on these findings by investigating other outcomes and comparing the effectiveness of different gamification applications.