EFL TEACHERS’ PERCEPTIONS TOWARDS THE USE OF CEFR-V

Nguyen Ngoc Tiep

Abstract


This study explores the perceptions towards the use of the Vietnamese Common European Framework of Reference for Language Proficiency (CEFR-V) as criteria to evaluate graduate students’ English proficiency held by EFL teachers. The participants were 41 EFL teachers from one university in Mekong Delta. The instruments of data collection were questionnaires and interviews. The questionnaire was administered to identify the students’ beliefs about effective vocabulary learning strategies. Six participants were selected for the follow-up interviews. The interview questions were developed on the basis of the initial results of the analysis of the questionnaire responses. The purpose of the interview was to elicit more information that the questionnaire responses failed to provide. The obtained results revealed that the participants in general had positive perceptions towards the CEFR-V use. They also addressed possible benefits, possible problems and suggestions for optimizing the CEFR-V.

 

Article visualizations:

Hit counter

DOI

Keywords


CEFR, CEFR-V, perception, EFL, project

References


Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

Council of Europe. (2006). Survey on the use of the Common European Framework of Reference for Languages (CEFR), Synthesis of Results. Strasbourg, France: Council of Europe. Retrieved 6 May 2015, from http://www.coe.int/t/dg4/linguistic/Source/Surveyresults.pdf

Duong, D.T. and Trinh, Q.L (2016). Lecturers and students' perception of EFL policy and practice at a higher education institute. Can Tho University Journal of Science.

Ellis, R. (1994). The Second Language acquisition. Oxford: Oxford University Press.

Hulstijn, J. H. (2011). Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8(3), 229-249.

Nagai, N., & O’Dwyer, F. (2011). The actual and potential impacts of the CEFR on language education in Japan. Synergies Europe, 6, 141-152.

Nguyen, D. A. (2016). The Challenges of Implementing the National Proficiency Standards with Ethnic Minority Students a Study at Tay Bac University.

Nguyen, N. H. (2015). Vietnam’s National Foreign Languages Project 2020: Challenges, opportunities, and solutions. English for ASEAN integration: Policies and practices in the region, 62-64.

Vietnam, Government Offices. (2008, September 30). Decicion No. 1400/QD-TTg. Retrieved 2 December 2015 from http://thuvienphapluat.vn/archive/Quyetdinh/1400-QD-TTg-vb83815t17.aspx


Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).