CEFR Levels Research Articles

STUDY OF ENGLISH COMMUNICATIVE COMPETENCE AT THE TERTIARY LEVEL OF EDUCATION BASED ON EUROPEAN FRAMEWORK OF REFERENCE

CEFR has become a very significant framework for the design of language curricula and the assessment of language learning outcomes. The purpose of the study is to know the CEFR level of the graduate candidate at the Tertiary Level of Education. This research used descriptive qualitative method. The researchers took the data from Computer Science Faculty graduate candidates Universitas Duta Bangsa Surakarta in the academic year 2021/2022. There were 359 participants, 346 participants took the test, and 13 participants did not take test. The participant took TOEIC-Like test written by Shin’s book (2015) titled Pre-Intermediate Level Taking the TOEIC: Skills and Strategies, practice test one. The study showed that the highest TOEIC score was 930, and the participant was from the Technical Information study program. Based on TOEIC Test Mapping on the CEFR, the participant was at C1 level or mastery level. There were 12 participants at the B2 level or Vantage Level, and there were 35 participants at the B1 Level. Most participants were at the A2 level or Basic user because 241 participants got a 225-545 TOEIC score (A2) and there were 57 participants at the A1 level.

Design of Common European Framework of Reference for Languages (CEFR) Based Web Platform for Learning English through Video Scenes

Tough competition conditions that exist in today's business world have created the need for individuals who want to exist in this environment to be more qualified. Especially, speaking the English language as a foreign language and having the ability to use its language features makes up an important part of these needs. Through English language education process, both instructors and students need to be able to get the educational materials they need. Widespread use of the internet and computer technologies enabled people to access new educational materials used in the field of education. Online courses, electronic dictionaries, question-answer applications, and game apps on online platforms are some of these educational materials. Today, everyone can reach any language courses or any other materials that support their language learning via a mobile phone and other similar gadgets from anywhere. The Common European Framework of Reference for Languages (CEFR) has had a profoundly important role in learning and teaching of languages since it was published. The use of this standard framework in English language teaching helps the development process of foreign language teaching and learning depending on the level of the student. CEFR framework is made up of six sections. Every section has many words related to a level of English. This study has been focused on a web-based platform depending on CEFR standards that will help the process of language education. In the study, it was aimed to create a large database table to determine the CEFR levels of the films used in the system and to contribute to the process of learning English words and movie scenes suitable for the students' own level.

Factors Affecting EMI Attitudes of Engineering and Nursing Students

The internationalization of higher education has led to the increasing number of English as a Medium of Instruction (EMI) programs in contexts where English is not the first language nor the medium of communication, including Thailand. The introduction of EMI programs, however, is not without challenges. Therefore, a survey questionnaire was used to investigate the attitudes of engineering and nursing students toward EMI. Differences of attitudes based on the program of study, gender, nationality, year level, number of years studying English, the language of instruction in high school, Common European Framework of Reference for Languages (CEFR) level, and perceived proficiencies in speaking, reading, writing, and listening were explored. In addition, factors affecting the students’ EMI attitudes were known using exploratory factor analysis. Findings have shown significant differences in various aspects of EMI based on the program of study, CEFR level, and perceived proficiencies of the four macro language skills. Also, eight factors were elicited, including difficulties of the English language, availability of resources and opportunities, personal goals in life, limitations of time when studying content courses in English, providing activities to improve English language proficiency, enhancement of career goals, supports needed, and motivation and intercultural ability. Finally, implications were outlined to support the implementation of EMI, dubbed as an “unstoppable train”, in similar contexts like Thailand.

EFL coursebooks and the pluricentricity of English

The present study is part of a complex research project, which investigates the role of the pluricentricity of English in the Hungarian educational system in general. Within that framework, the focus of this study is on two EFL coursebook series that are widely used in Hungary, covering the full range of CEFR levels from A1 to C1. As the literature unanimously advocates the representation of pluricentricity primarily in the field of the receptive skills, this paper examines three areas in the coursebooks in question: (1) vocabulary, (2) reading comprehension, and (3) listening comprehension. The most fundamental finding is that pluricentricity plays a rather marginal role in these coursebooks, which is completely in line with previous research findings. However, as the two coursebook series were published by different publishers, and one of them is considerably more pluricentricity-oriented than the other, this suggests that a greater openness to pluricentricity is indeed possible to achieve, given an appropriate degree of openness to linguistic variability. Although the differences between the varieties are manifest at all levels of the language, the coursebooks studied concentrate almost exclusively on vocabulary, in some cases accompanied by pronunciation patterns. This study provides textbook authors and publishers with concrete, scientifically grounded recommendations, which, if implemented, will bring language teaching and real-life language use closer together, thus potentially making the language learning process more successful.

Orthoepic Competence Descriptors in Japanese Language Education: CEFR Levels B1 to C2

The Council of Europe’s 2001 Common European Framework of Reference for Languages (CEFR) has shown rapid global adoption, and now includes Japanese language education though it primarily aimed at alphabetically transcribed languages. It basically acknowledges that orthoepic competence relates to comprehension of characters yet does not indicate descriptors. Descriptors examining A1 and A2 levels, using altered techniques, have already been set. In this paper, I re-examine descriptors for levels B1 to C2, which have not yet been attempted, and combine them with the results for levels A1 and A2 to present descriptors for levels A1 to C2 in overall.

Relating a Sustained Monologue Speaking Production Test to CEFR: Towards Alignment

This article evaluates a sustained monologue speaking production test to validate its link to the CEFR model. The monologue test is a low-stakes production test that engages the test taker in sustained monologue tasks targeted at B2-C1 of the CEFR levels. The evaluation of the test included determining the extent to which the monologue speaking tasks and the single assessment criterion-related rating scale developed for the test are valid and reliably aligned to CEFR benchmarked descriptors. The socio-cognitive framework for test evaluation was adopted, and an explanatory sequential mixed-methods research design was implemented. The evaluation revealed some contentious points of contrast between the test items and the language demand that each item prompted in production. Consequently, selected items were improved or deleted to ensure the appropriate competency levelled at B2-C1 are correctly prompted. Additionally, the findings underlined the imperative need for test developers to adhere to five inter-related sets of procedures in the justification of a claim that the monologue speaking test is aligned to the CEFR. These include familiarisation, specification, standardisation and benchmarking, standard-setting, and validation. It emerged that thorough familiarity with the CEFR by test item writers and examiners is a fundamental requirement for a test closely related to CEFR construct and levels. Thus, familiarisation training of CEFR and its illustrative descriptors is a mandatory prerequisite for ensuring test items and assessment of the elicited production correspond to the levels and ratings described in the CEFR model.

Framing the English Language (EL) CEFR-informed Curriculum Structure: The UKM Experience

One of the main concerns that have been raised in the realm of the graduate employability workforce in Malaysia is for graduates to be competent in speaking English. The concern on the graduates’ standard in speaking English has been amplified to meet a global standard. It has triggered the Malaysian Ministry of Education to adopt the CEFR benchmark. This paper presents the framework of a CEFR-informed curriculum for Universiti Kebangsaan Malaysia (UKM) English Language (EL) courses at UKM and its basis. The paper outlines the method used in framing the curriculum structure based on the ADDIE model. It particularises the curriculum structure into four (4) main implementation phases that address the different proficiency levels in the targeted CEFR levels.

Predicting CEFR levels in learners of English: The use of microsystem criterial features in a machine learning approach

AbstractThis paper focuses on automatically assessing language proficiency levels according to linguistic complexity in learner English. We implement a supervised learning approach as part of an automatic essay scoring system. The objective is to uncover Common European Framework of Reference for Languages (CEFR) criterial features in writings by learners of English as a foreign language. Our method relies on the concept of microsystems with features related to learner-specific linguistic systems in which several forms operate paradigmatically. Results on internal data show that different microsystems help classify writings from A1 to C2 levels (82% balanced accuracy). Overall results on external data show that a combination of lexical, syntactic, cohesive and accuracy features yields the most efficient classification across several corpora (59.2% balanced accuracy).

Hebben we oren naar anderstaligen in het Vlaamse hoger onderwijs?

Abstract In order to enroll in Flemish higher education, aspiring students whose native language is not Dutch require a B2 CEFR level for language proficiency for most courses that are taught in Dutch. The question we aim to answer in this study is how future interlocutors of these students perceive that B2 entrance level. Do fellow students, lecturers and other members of staff feel that this level of language proficiency is sufficient to successfully navigate higher education? We specifically focus on the perception of pronunciation proficiency. We conducted a speaker evaluation experiment in which 191 students and staff members evaluated six sound clips with non-native Dutch speech representing pronunciation levels B1, B2 and C1. Results show that overall attitudes towards the speakers in the experiment are rather positive. In addition, there is a clear association between pronunciation proficiency and perceived functioning in higher education that reflects the Flemish higher education entrance policy. Our study also shows that various groups within the higher education community react differently towards non-native Dutch speakers and that there is a link between perception of non-native pronunciation and the amount of contact a listener has with non-native speakers. Overall, this study underlines the importance of pronunciation training in foreign language teaching for academic purposes.

Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft

Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This poses a need for teachers who have not achieved this minimum requirement to re-skill and upskill themselves to the minimum competency level. Past studies have indicated that online gamification techniques have increased teacher competency levels. However, there has been a lack of studies that have investigated teachers’ language-teaching/learning competencies using online gamified learning. As such, this study aims to address this problem using experiential learning techniques on an online gamified platform, Classcraft. The online gamified learning module was developed using the Design and Development Research (DDR) methodology, and was conducted in the five-phase ADDIE Model (analysis, design, development, implementation, and evaluation). This paper seeks to brief the reader on the design and development process of this online gamified learning using Classcraft. The findings of the design phase were derived through the Fuzzy Delphi technique to acquire the experts’ consensus on the content of the module, and the appropriate gamification elements which ought to be included in the development of the module. The findings of the development phase, as agreed by expert consensus, were used to develop the online gamified learning module. Thus, the findings portrayed the enhancement of the competencies of the English Language teachers who used this online gamified learning with the integration of Classcraft.

Textometr: an online tool for automated complexity level assessment of texts for Russian language learners

Evaluation of text accessibility seems to be an extremely urgent and labor-consuming task in the process of preparing texts for teaching Russian as a foreign language. On the other hand, the procedure of assigning a text to one of the levels on the CEFR scale (from A1 to C2) is well-formalized and described in the professional literature, which opens opportunities for its automation. This paper presents Textometr - a new free web-based tool for estimating CEFR level and other key statistics from any given text in Russian that can be relevant for adapting it for foreign students. The automated assessment of the text level here is based on a regression model, trained on the dataset of more than 800 texts from Russian textbooks for foreigners, applying several machine learning and natural language processing methods. In addition to the CEFR level, the tool provides information relevant for adapting the text to educational tasks: lists of keywords and words for a potential vocabulary list, statistics on the text coverage by frequency lists and CEFR-graded vocabulary lists (lexical minima), a frequency list of the text, a forecast of the time needed for reading. The tool shortages at the current stage of development and suggested ways to solve them are also discussed. Finally, the results of the test on the tool quality and the vectors for its further development are reported. Textometr can provide helpful information not only to teachers and guidance teachers, but to authors of textbooks and publishers to check the compliance of the text content with the declared level and educational goals.

Students’ perceptions with different CEFR levels on foreign teachers using L1 in EFL instruction

The demand for foreign teachers of English as a Foreign Language (EFL) has been high in non-English speaking countries, including Thailand. As foreigners have resided in the country for several years, they picked up students’ first language (L1) competence. Several foreign teachers, to some extent, utilized this mastery of L1 to assist the English instruction. This research aimed to explore how students with different Common European Framework of Reference for Languages (CEFR) levels perceive foreign English teachers’ use of L1. Three hundred twenty students from Walailak University participated in the survey. A quantitative survey and qualitative interview were used to collect data. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was administered to investigate the qualitative data. The quantitative findings revealed a significant difference in students’ perceptions, Welch’s F(2,68.42)=11.304, p .05. The qualitative findings exposed that students in level A1 had significantly different perceptions compared to those in levels A2 and B1. Students who supported L1 integration disclosed that it ameliorated communication, enhanced learning motivation, and improved academic achievement. Additionally, students who opposed L1 expressed that English’s full usage developed their learning motivation and academic accomplishment.

Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia

The incorporation of Information and Communication Technology (ICT) into the educational field has been widely implemented as 21st century skill. Common European Framework of Reference for Languages (CEFR) is one of the global standard languages required for global standard. However, in Indonesian context, there is lack of syllabuses incorporating CEFR bands and ICT-competences. This study explores the CEFR levels and ICT-competences incorporating in grammar syllabuses of ELESP in Indonesian universities. A content analysis method is used. Fifteen syllabuses of the grammar of the ELESP from 8 universities in Indonesia were selected purposely based on the proportion of private and public universities. All the grammar syllabuses are identified as Basic, Intermediate, and Advanced grammar. The findings revealed that: basic grammar, the CEFR level was A1-B1, intermediate grammar, the CEFR level was A1-B2, while the advanced grammar showed that CEFR level was B2-C2. In addition, the ICT-competences in entire syllabuses showed insufficient utilization which dominated Knowledge Acquisition and less intended for Knowledge Deepening and Knowledge Creation. These findings contribute as a reference to adjust and re-align the existing syllabuses to be in line with the CEFR bands framework and enriched with ICT-competencies.

Non-canonical word order as a measure of syntactic complexity in advanced L2 German

AbstractA major issue in SLA research concerns the operationalization of syntactic complexity, in particular the need for fine-grained measures that go beyond the traditional focus on syntactic elaboration. Following recent findings that have demonstrated the potential of syntactic diversity for providing a more detailed picture of how complexity develops across languages and proficiency levels, the present study argues for the use of two types of non-canonical structures, passives and argument inversions, as indices of syntactic complexification in advanced L2 German writing. Based on 75 argumentative texts written by experienced L2 learners of German (B2 to C2 CEFR levels), we addressed the question to what extent learners’ use of non-canonical word order is a hallmark of advanced proficiency compared to measures of syntactic elaboration. The results revealed a considerable increase in the frequency of argument inversions from B2 to C1 and highlighted the interrelationship between diversity and elaboration in learner compositions.

Expanding lindsei to spoken learner English from several L1s across cefr levels

Learner corpus studies typically investigate the language of second-language learners with a different first language (L1) or with proficiency levels inferred from external criteria (e.g., the Louvain International Database of Spoken English Interlanguage, lindsei; Gilquin et al., 2010 ). This paper reports the process of expanding the original Czech ( Gráf, 2017 ) and Taiwanese ( Huang, 2014 ) sub-corpora (predominantly at B2 and C1; Huang et al., 2018 ) with samples from learners of other L1s across cefr levels. In addition to sixty interviews by the German, Finnish and Norwegian lindsei teams, another eighty-three interviews with university students in Taiwan and Finland were held. The data collection and transcription procedures were adapted from lindsei guidelines to ensure comparability. Each fourteen-minute interview was anonymised using Audacity, and orthographically transcribed and aligned by means of exmaralda. The levels of speaking proficiency in the supplemented data were assessed by two expert raters. The expanded learner corpus, containing 243 interviews, will be of considerable value for studying the development of learner English.

The Development of STEP, the CEFR-Based English Proficiency Test

This study aimed at developing the Silpakorn Test of English Proficiency (STEP), in alignment with the Common European Framework of Reference for Languages (CEFR), and in accordance with the theoretical framework established by Alderson et al. (2006). Four major steps were involved in the test construction. First, English language lecturers who served as content specialists were asked to design can-do statements presented in the CEFR. Then the specialists designed the test specification based on the can-do statements. Four skill areas: listening, semi-speaking, reading, and semi-writing were targeted as the test construct. At this juncture, the content specialists were required to write test items in accordance with the test specification. Next, the test items constructed were determined for their validity and reliability. Finally, a standard setting was carried out. The results demonstrated that the framework offered by Alderson et al. (2006) served as an effective reference document for developing the STEP. In terms of validity and reliability, the STEP was of statistical significance, that is, it could be aligned with the CEFR levels and measure test takers’ English proficiency at a specific CEFR level. The current findings provide useful insights for test developers or researchers who wish to design proficiency tests in alignment with the CEFR.

Comparing Two Approaches for Measuring English as a Second Language


 
 
 This paper aims to investigate how proficiency rating scales, such as the Common European Framework of Reference for Languages (CEFR; Council of Europe), measure English as a second language (L2). While the CEFR has played an important role as a reference tool in second/foreign language teaching, learning, and assessment worldwide, few empirical studies have been conducted to explore how L2 learners at each proficiency level of the CEFR perform in various linguistic situations. In the present study, the data was collected from eighty-eight Japanese native (L1) speakers learning English L2, and each of them performed two tasks, namely spoken and written narratives. The participants’ English L2 performance was assessed using a proficiency rating, i.e., the CEFR and their grammatical development were analysed through Pienemann’s Processability Theory (PT). The results of the analyses demonstrated that there was a statistically significant correlation between the CEFR levels and PT stages but only in their spoken production. The Japanese learners of English at the higher developmental stages as found in the PT analysis were not necessarily regarded as ‘independent’ or ‘proficient’ L2 users according to the CEFR rating. Further, discrepancies between the two approaches were evident, particularly in the L2 written production.
 
 

Towards the Ultimate Target of L2 Acquisition:

There has been a significant falling rate in Malaysians’ English proficiency in recent years. This paper studies a proficient English L2 user aiming to investigate the case’s engagement in learning English from birth to primary 6. It is hoped to find out the implications (possible procedures and strategies) for moulding a child into a competent English user in the non-English setting in Malaysia. “Reflexivity”, a qualitative research method, was employed. The sample’s parent reflected and detailed the child’s learning journey with evidence of learning and achievements. Apart from the thorough recount on the child’s engagement with the L2 before formal education, the sample’s writings done in primary school were randomly selected and scrutinized with a text-analysing digital tool “Text Inspector©” whose analysis results were mapped with CEFR levels to examine his progression towards the mastery of the target language. The findings demonstrate that, first, exposing a child to English right after birth greatly triggers the learning process and the effects are significant; second, the provision of rich family literacy greatly complements the lacking of English environment; third, “imitation” can be an essential strategy to expedite the learner’s command of English.

The development of an Arabic curriculum framework based on a compilation of salient features from CEFR level descriptors

ABSTRACT The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) (Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press) has been widely accepted as a reference for aligning curricula, learning outcomes, teaching materials and assessments for European and, more recently, non-European languages. However, it seems that the CEFR has been more utilised on the macro level, i.e. for curriculum and proficiency test development and course book design rather than on the micro level, i.e. to support teaching and learning. The field of teaching Arabic as a foreign language is lagging behind on both levels. This paper reports on the initial stage of a wide-ranging project which aims at full adoption of the CEFR (on both the macro and micro levels) in a non-specialist Arabic language course. The paper, specifically, details the context and methodology of designing a CEFR-aligned Arabic curriculum framework based on the compilation of curriculum salient features from the CEFR document.

An analysis of Macau’s Joint Admission Examination–English

This study examined the evidence for the validity of the content of the Joint Admission Examination-English (JAE-E) developed for university admissions in Macau. The areas of investigation were the linguistic characteristics of the test, the alignment between the test and CEFR levels, and the comparison between JAE-E and other admission examinations. Five experienced English teachers from Macau were recruited to provide expert judgments. In addition to the judgments, two instruments used were Coh-Metrix and CEFR scales with descriptors. Results showed that generally the JAE-E was valid in terms of its content. The Coh-Metrix results suggested that the tests were suitable in terms of narrativity, syntactic simplicity, word concreteness, and deep cohesion (although not in terms of referential cohesion). In terms of CEFR alignment, the test was at B1 level for reading and C1 level for writing. Finally, suggestions for improvements were put forward in terms of integrated skills, scenario-based assessment, and technology.