Theory to Practice: Lecturers' Readiness in Implementing a CEFR-aligned Tertiary Curriculum

Abstract

Malaysia is pushing for the implementation of a new English language education reform that would be implemented and integrated at all levels of the educational system, from preschool to tertiary education. Incorporating the Common European Framework of Reference is an apparent preference to satisfy the benchmark of a global platform (CEFR). This move involves an immediate review of present classes and adherence to the new national curriculum restructuring. Lecturers are expected to know the essentials to adopt and implement CEFR in the curriculum. However, because this is relatively new, there is a lack of guidelines for executing the new curriculum. This study investigates if lecturers are prepared to implement a curricular framework consistent with and guided by the CEFR. A survey was distributed to 40 lecturers from two public universities to gain insight into a few dimensions of readiness; quality, climate, cognitive, emotional, and other determinants. The offered findings serve as a guide for organizing and designing any essential training for lecturers. It will also help in the development of instructional materials that are suitable for a local setting.