The impact of implementing common European framework of reference in language education : a critical review

Abstract

Since its inception in 2001, the Common European Framework of Reference for Languages (CEFR) has been employed worldwide as an international standard for teaching and learning languages. The framework was established to provide a mutual basis for language proficiency comprising language curriculum, reference materials, and assessments adopted globally. Despite gaining fame in the contemporary teaching and learning arena, the depth of the various dimensions of its impact on language classroom pedagogy at the school level is yet to be explored. Thus, this systematic review is aimed to investigate the implementation of CEFR in schools and its impact on language education. The review methodology involved the identification of the relevant literature, the filtering of articles, and the evaluation of the quality of the articles based on pre-determined criteria. The analysis revealed that teachers and students perceive the CEFR positively. The framework had positive impacts on the students' learning process but had more adverse effects on the teachers. The review identified major themes such as the dynamics of teaching and learning of the language, teachers’ understanding and reception, students’ achievements of learning outcomes, the efficacy of classroom assessments and teachers’ professional development which are critically discussed.