Speaker
Description
This study examines how the CEFR is referenced and applied in English syllabi across 369 Japanese universities to gauge tertiary-level adoption. The analysis shows limited uptake and uneven usage, revealing a persistent gap between secondary and university practices. Findings indicate implementation remains in an early diffusion stage. Coordinated policy measures and institutional initiatives are recommended to drive broader, consistent integration in curriculum design, assessment practices, learning outcomes, and teacher development across programs and campuses nationwide.
Summary
To understand the adaptation level of the CEFR, this study analyzes the extent and manner of CEFR inclusion in English syllabi from 369 Japanese universities. The results reveal only 25% reference the CEFR. In the syllabi, CEFR implementation is fragmented, highlighting a disconnect between secondary and tertiary education. Findings suggest that CEFR adoption in higher education is in its early stages, necessitating enhanced policy initiatives for broader integration.
| Teaching Context | College and university education |
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