ENGLISH TEACHERS’ CONCERN ON COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR): AN APPLICATION OF CBAM

Abstract

This study explores Form 1 and 2 English teachers’ stages of concern towards the Common European Framework of Reference for languages (CEFR) innovation. This study used the ConcernBased Adoption Model (CBAM) as the theoretical framework. The participants of this study consist of 200 Form 1 and 2 English teachers from 20 secondary schools in Negeri Sembilan. Each of the participants completed the Stage of Concern Questionnaire (SoCQ) comprising 35 items. The questionnaire was published based on CBAM and was intended to measure Form 1 and 2 English teachers’ concerns in implementing the CEFR innovation. The findings show that the Form 1and 2 English teachers were familiar with CEFR innovation. Whereas the analysis of survey of English teachers’ concern in terms of age, academic qualification, and years of teaching experience show characteristics of “distrustful nonuser”. In other words, Form 1 and 2 English teachers show high concern for awareness information, personal, management and consequence in implementing CEFR innovation. This finding also points to the significance of providing intervention programs to support Form 1 and 2 English teachers to undergo the change of new curriculum, to ensure unity in language objective, and to promote the awareness of language use and competencies in education.