Teachers’ Insights on the Students’ ESL Reading Comprehension Performance Based on CEFR: A Case Study in Malaysia

The focus of the recent English Language Education Reform in Malaysia: A Roadmap 2015–2025, is aligning the English language courses in Malaysia to the Common European Framework of References (CEFR). Thus, in relation to this the current study analyzed the English language curriculum in a public university in terms of its alignment to CEFR. The focus of the current paper was specifically on the teachers’ insights on their students’ English as a Second Language (ESL) reading comprehension performance. The participants of the study were 25 English language teachers in the public university. The study used both quantitative and qualitative tools in obtaining data, namely online survey and semi-structured interviews. Quantitative data was analyzed using descriptive analysis; meanwhile qualitative data was analyzed using thematic analysis. Data shows that teachers have mixed views on their students’ ESL reading comprehension performance. The findings suggest that the alignment between the English language courses offered in the university to CEFR is crucial to ensure the success of the Roadmap Plan set by the government.