Exploring perceptions of Malaysian primary school teachers towards the implementation of common European framework reference of language-aligned English textbooks

Abstract

This study explored the perception of Malaysian teachers of the implementation of CEFR-aligned English textbooks in national schools. A mixed-methods research design was applied. 42 English teachers as participants from Malaysia’s three federal territories: Kuala Lumpur, Labuan, and Putrajaya participated in this study. Questionnaire and semi-structured interview sessions were used for data collection. The data were analyzed using NVIVO and SPSS. The findings suggest that the CEFR-aligned textbooks are more attractive and expose students to diverse cultural and linguistic contexts. KSSR textbooks should not be abandoned entirely as they offer less attractive but narrower-scope activities. The study's findings are intended to provide valuable insights to the Ministry of Education, school administrators, and teachers allowing for a better understanding of the effectiveness and suitability of the current English textbook in use. The findings revealed that CEFR-aligned curriculum is moving in a positive direction and readiness for its implementation requires further improvements.