The alignment of English language education according to Common European Framework of Reference (CEFR) is important to ensure that the English education landscape in Malaysia is comparable international standard. English language teacher have to constantly adapt and improve their proficiencies in the language accordingly and be mentally prepared to implement CEFR framework in school. Hence, this study investigates the correlation between English Language teachers’ attitude and motivation in regards to Common European Framework of Reference (CEFR) implementation in education policy in Malaysia. A questionnaire which consists of 30 items with five-point Likert scale was administered to 242 primary and secondary school English teachers in two districts of Negeri Sembilan, Malaysia. The relationship between the variables was established using Spearmen-Rho correlation and the finding shows that there was a strong positive relationship between English as Second Language teachers’ attitudes and their motivation level towards CEFR implementation. Hence, based on the result, it can be indicated that when teachers possess positive attitudes and acceptance to CEFR implementation will directly improve their motivation level thus, becoming a push factor for them in ensuring the positive outcome of CEFR implementation.
Azman, H. (2016). Implementation and challenges of English language education reform in Malaysian primary schools. 3L: The Southeast Asian Journal of English Language Studies 22(3): 65-78.
Bakar, A. K., Rohani, A. T., Rahil, M., Habibah, E., Wong, S. L., & Rahman, F. M. A. (2010). Relationships between university students’ achievement motivation, attitude and academic performance in Malaysia. Procedia-Social and Behavioral Sciences 2(2): 4906- 4910.
Bee, Y. C., & Periasamy, V. (2019). English Language Teachers’ Perceptions Towards Malaysian University English Test (MUET) as a measure to test teachers’ language proficiency. Malaysian International Journal of Research In Teacher Education 2: 94 - 103.
Boru, N. (2018). The Factors Affecting Teacher-Motivation. International Journal of Instruction 11(4): 761-776.
Canh Van, L., & Renandya, W. A. (2017). Teachers’ English proficiency and classroom language use: A conversation analysis study. RELC journal 48(1): 67-81.
Chiew, F. N., & Poh, K. N. (2015). The motivation of English language teachers in a language centre. International Journal of Languages, Literature and Linguistics 1(2): 87-92.
Ghenghesh, P. (2010). The Motivation of L2 Learners: Does It Decrease with Age? English Language Teaching 3(1): 128-141.
Giannakaki, M. S. (2005) Using Mixed-Methods to Examine Teachers' Attitudes to Educational Change: The case of the Skills for Life strategy for improving adult literacy and numeracy skills in England, Educational Research and Evaluation: An International Journal on Theory and Practice 11(4): 323-348
Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. English Language Teaching 10(4): 78-86.
Guglielmi, D., Panari, C., Simbula, S., & Mazzetti, G. (2014). Is it possible to motivate teachers? The role of organizational identification. Procedia-Social and Behavioral Sciences 116: 1842-1847.
Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education 3(1): 1217819.
Herlina, W. (2017) The Effectiveness of Indonesian English Teachers Training Programs in Improving Confidence and Motivation. Online Submission 4(1): 79-104.
Jesus, N. D. S., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology 54(1): 119-134.
Kartubi, A. (2017). The Correlation Between Students’attitude Towards English and Their English Proficiency of the Eleventh Grade Students of Sma N 1 Pangkalan Lampam.[Skripsi] (Doctoral Dissertation, Uin Raden Fatah Palembang).
Nurul, F. M. U., & Mohd, S. A. A. (2017). CEFR in Malaysia: Current issues and challenges in the implementation of the framework. The 3rd International Conference on Language Testing and Assessment and 5th British Council New Directions in Language Assessment Conference 2-3 December 2017. Shanghai, China
Nurul, F. M. U., & Mohd, S. A. A. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the Challenges. 3L: Language, Linguistics, Literature®, 24(3).
Polland, R. J. (2005). Essentials of education research and analysis: Methods for determining sample size.
Rahman, Z. A. R., Seng, T. C., Zeittey, K. K., & Leon, C. E. (2020). The CEFR Impact on English Language Educators teaching Engineering Programmes in a Private University in Malaysia. Journal of Techno-Social 12(2): 41-47.
Radzuwan, A. R., Shireena, B. A. R., Kamariah, Y. (2017). Reforms in the policy of English language teaching in Malaysia. Policy Futures in Education 15(1): 100-112.
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. Journal of Asia TEFL 15(3): 618.
Renandya, W. A. (2018). What kind of English proficiency is needed for effective teaching? National Institute of Education Nanyang Technological University, Singapore: 3-4.
Siti, N. I., Kanageswari, S. S., Shanmugam & Murugan, R. (2021). Factors Affecting Teachers' functional Competency Level in High-Performance Schools. MOJEM: Malaysian Online Journal of Educational Management 9(2): 63-77.
Subia, G. S., Salangsang, L. G., & Medrano, H. B. (2018). Attitude and performance in mathematics I of bachelor of elementary education students: A correlational analysis. American Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS) 39(1): 206-213.
Sidhu, G. K., Kaur, S., & Lee, C. J. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics 8(2): 452- 463.
Sukamolson, S. (2007). Fundamentals of quantitative research. Language Institute Chulalongkorn University 1(3): 1-20.
Sukri, S. I. A., Yunus, M. M., & Rahman, H. A. (2017). Pro-ELT: Unheard voices of English teachers. Seminar Serantau Ke-8: Mengoptimumkan Penyelidikan Pendidikan Pasca Abad Ke-21: 806- 822.
Sukri, S. I. A., & Yunus, M. M. (2018). Delving into the contents of the Pro-ELT programme. International Journal of English and Education 7(3): 234-247.
Yasin, N., & Yamat, H. (2021). Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum. International Journal of English Language Studies 3(2): 44-51.
Yueh, Y. L. (2018). English Teachers’concern on Common European Framework of Reference for Languages (CEFR): An Application Of CBAM. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik 6(1): 46-58.
Zeinivand, T., Azizifar, A., & Gowhary, H. (2015). The relationship between attitude and speaking proficiency of Iranian EFL learners: The case of Darrehshehr city. Procedia- Social and Behavioral Sciences 199: 240-247.
In-Text Citation: (Shukor & Sulaiman, 2022)
To Cite this Article: Shukor, E. A., & Sulaiman, N. A. (2022). ESL Teachers’ Attitude and Motivation towards CEFR Implementation. International Journal of Academic Research in Business and Social Sciences. 12(6), 56– 65.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
