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... 23(2), May 2023May http://doi.org/10.17576/gema-2023May -2302 eISSN: 2550-2131 ISSN: 1675-8021 The E-Z Reader model (see Figure 3) is a computational model of eye movements built to understand and predict reading behaviours when reading takes place. The model provides a formal description of the interaction between perceptual span and cognitive processes during reading, stressing that visual processing requires attention to give meaning to the word read (Reichle & Sheridan, 2015). ...
Context 2
... is the stationary attention during reading while saccade is the movement between two fixations, which is also known as the line between fixations ( Rayner et al., 2012). The model ( Figure 3) highlights two core assumptions. First, lexical processing is completed in a strictly serial manner. ...
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... These included areas such as materials aligned to the CEFR (e.g., Salehhuddin, 2020b), teaching approaches (e.g., Kaowiwattanakul, 2021;Lukas et al., 2020;Mihat et al., 2023;Poonpon, 2021) and CEFR-aligned syllabus (e.g., Muhammad et al., 2021;Musa et al., 2021;Nurul Farehah & Mohd Salehhuddin, 2018, 2020aSupunya, 2022). The rest of the studies examined two or more areas including teaching approaches and assessments aligned to the CEFR (e.g., Alias et al., 2021;Phoolaikao & Sukying, 2021), CEFR-aligned curriculum, support, materials and student readiness (e.g., Alih et al., 2021), CEFR-aligned materials and teaching approaches (e.g., Yang et al., 2023), CEFR-aligned curriculum, teaching approaches and teacher readiness (e.g., Charttrakul & Damnet, 2021;Phaisannan et al., 2019) and CEFR-aligned curriculum and needs of teachers and students (e.g., Kaewkamnerd et al., 2023). ...
... In addition to surveys and interviews, other forms of mixed methods approach were used in several studies to obtain an in-depth analysis of the issue through a combination of methods such as reflective diaries, document analysis, experiments, test Teaching approaches are the most frequently investigated aspect of the CEFR curriculum in the reviewed studies, reflecting the considerable amount of research that has been conducted globally in the area of CEFR teaching interventions and strategies in recent years (Milliner & Dimoski, 2021;Topal, 2019;Tsai, 2023). Of these ten studies, four focused on the teaching approaches of participants at the primary level (Lukas et al., 2020;Mihat et al., 2023;Shin & Yunus, 2021;Zakaria & Md Yunus, 2020); another four at the secondary level (Poonpon et al., 2022;Rajendra & Kaur, 2022;Selvarajasingam et al., 2023aSelvarajasingam et al., , 2023b, while the remaining two examined teaching approaches at the tertiary level (Kaowiwattanakul, 2021) and at both primary and secondary levels (Poonpon, 2021). From these studies, there is a need to explore the CEFR-based teaching approaches further in tertiary education, as there is a gap in this area. ...
Background and Purpose: The rise of ASEAN as a regional economic bloc necessitates increased language proficiency among its diverse population. Many countries in the region as elsewhere in the world have borrowed the Common European Framework of Reference for Languages (CEFR) in meeting these national English language proficiency goals for their citizens. This systematic review investigates the barriers and facilitators to CEFR implementation in the ASEAN context, particularly focusing on their impact on educational outcomes. Methodology: A systematic review was conducted to identify and synthesise peer-reviewed articles published in English between 2017 and 2023. The search, performed in January 2024, utilised Web of Science Core Collection, Scopus, and ERIC databases. Articles were screened based on relevance to CEFR-aligned curricula in ESL/EFL contexts, curriculum content, instructional approaches, textbook CEFR-aligned curricula in ESL/EFL contexts, curriculum content, instructional approaches, textbook adaptations, assessments and teacher and student readiness following the PRISMA guidelines. A total of 40 eligible studies were analysed to identify trends, methodological strengths, and challenges associated with CEFR-aligned curriculum research in ASEAN. Findings: The review revealed that insufficient teacher training on the CEFR hinders its successful implementation, potentially limiting student opportunities for improved communication skills within the ASEAN community, while comprehensive course alignment with CEFR standards emerges as a crucial facilitator. Additionally, the review examines methodological approaches used in the existing research to identify these factors, with interviews and surveys being the most prevalent. Contributions: The study’s findings inform stakeholders of crucial areas for capacity building to ensure the CEFR's effectiveness in fostering ASEAN's educational development in a globalised world. Keywords: CEFR, implementation, barriers and facilitators, ASEAN, systematic review.
