CEFR-aligned Primary Curriculum Framework: Rural National Primary School English Language Teachers’ Attitudes and Slants


  • Patrick Duffy Bayuong Sekolah Kebangsaan Long Busang
  • Harwati Hashim Universiti Kebangsaan Malaysia


CEFR-aligned Primary Curriculum Framework, Attitudes, Slants, English Language Teachers, Sarawak Rural National Primary Schools


This study attempted to explore attitudes and slants of Rural National Primary School English Language Teachers in Sarawak, Malaysia towards the Common European Framework of Reference for Languages (CEFR)-aligned Primary Curriculum Framework. This study used quantitative analysis to interpret data gathered through the questionnaire. A set of a questionnaire in the form of Google Form was prepared. The link to this questionnaire was shared with English language teachers from rural area national primary schools of 12 divisions in Sarawak, a state in Borneo Malaysia to serve the aim of this study. 749 English language teachers had responded to the questionnaire. Specifically, the analysis and discussion are organised in terms of teachers’ attitudes and slants. Besides, the demographic profiles of English language teachers were taken into account in doing the analysis and discussion. The findings have shown that the teachers’ attitudes and slants towards CEFR-aligned Primary Curriculum Framework for Primary School’s English Language Education are positive. The chief findings of this study can be a source of references to the researchers, policymakers, teachers, academicians, or others who have intention on the similar focus of study to further improve English language education in Malaysia especially in teaching and learning, and assessments.