Exploring CEFR Implementation in Arabic Language Teaching: Knowledge, Perceptions, and Challenges Among Teachers

Abstract

The Common European Framework of Reference for Languages (CEFR) is now widely used in language education, including Arabic. This study examined how Arabic Language teachers at the Centre for Languages and Pre-Academic Language Development (CELPAD, IIUM) engage with a CEFR aligned curriculum, focusing on their knowledge, perceptions, and challenges. A survey adapted from Ngu and Aziz (2019) was distributed to all staff in the department and included items on familiarity with CEFR, classroom practice, and curriculum implementation. The results show that teachers are generally aware of CEFR and recognise its relevance for teaching and assessment. They viewed CEFR as useful for setting benchmarks and guiding curriculum but reported uneven knowledge beyond the reference levels and difficulties in applying descriptors to lesson planning and student assessment. Teachers also identified the shortage of localized materials, limited training, and incomplete alignment between curriculum and assessment as barriers. These findings show that while CEFR is positively received and valued as a framework, its effective use in Arabic Language teaching requires stronger institutional support, sustained professional development, and resources designed specifically for Arabic.