Grammar Profiling: Realignment of CEFR Teaching Materials and Assessments

Fazillah Sulaiman and Surinder Kaur Satwant Singh
Additional contact information
Fazillah Sulaiman: Universiti Pertahanan Nasional Malaysia, Kem Sungai Besi Kuala Lumpur, Malaysia Language Centre, Universiti Pertahanan Nasional Malaysia, MALAYSIA
Surinder Kaur Satwant Singh: Language Centre, Universiti Pertahanan Nasional Malaysia, MALAYSIA

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 11, 593-597

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.

Date: 2021
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... issue-11/593-597.pdf (application/pdf)
https://www.rsisinternational.org/virtual-library/ ... als-and-assessments/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:5:y:2021:i:11:p:593-597

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().