Grammar Profiling: Realignment of CEFR Teaching Materials and Assessments

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XI, November 2021 | ISSN 2454–6186

Grammar Profiling: Realignment of CEFR Teaching Materials and Assessments

Fazillah Sulaiman^1*, Surinder Kaur Satwant Singh^2
1Universiti Pertahanan Nasional Malaysia, Kem Sungai Besi Kuala Lumpur, Malaysia
^{1, 2}Language Centre, Universiti Pertahanan Nasional Malaysia, MALAYSIA.
Corresponding author*

Abstract : This study investigates the effectiveness and the role of grammar profiling in the realignment of teaching and assessment of grammar as an explicitly taught subject based on the Common European Framework of Reference for Languages or CEFR. This study utilised a quantitative analysis involving fifty students from the Basic Grammar and Vocabulary (LLE 3012) class at the National Defence University of Malaysia (NDUM). The students were assessed on their grammar knowledge and communication skills. The students took the track test at the beginning of the semester to evaluate their grammar knowledge, whereby their results were recorded. The results were later categorisedto six levels namely A1 (Beginner), A2 (Elementary), B1 (Pre-intermediate), B2 (Intermediate), C1 (Upper-intermediate) and C2 (Advanced). Then, the teaching and learning process took place for fourteen weeks using the grammar profiling syllabus. At the end of the fourteenth week, the students retook the track test. As for their communication skills, the studentsrecorded a presentation about themselves at the beginning and at the end of the semester. The presentations were evaluated using the CEFR Self-Assessment Grid (Spoken Production). The data were analysed using the paired sample t-test and it was found that for both assessments the mean value for the pretest was lower compared to the value obtained from the posttest. This indicates that the teaching and learning process using the grammar profiling syllabus was considered a success in terms of guiding instructors to align their assessment strategies and knowledge according to the newly aligned CEFR proposed benchmarked descriptors.

Keywords: CEFR; communication; grammar profiling; proficiency; Tracktest

I. INTRODUCTION

The Common European Framework of Reference for Languages or CEFR was introduced in 2001. CEFR was designed to establish international standards for foreign language education and to accommodate the requirements of language learners. The introduction of this framework was done with a basic idea of restricting and realigning the existing benchmark used in second language teaching and learning, specifically in terms of assessment and materials. The rubrics provide a basic guide for instructors to design and develop instructional as well as assessment materials along with descriptors that can be used to evaluate students’ overall progress in their language.

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