Reconsidering Students’ Voices in English Language Education Reform: A Case of a Malaysian Public University

Abstract

This study explores the perspectives of 155 students from a Malaysian university on English Language Education (ELE), focusing on Common European Framework of Reference (CEFR)-aligned courses. Employing mixed methods, it investigates students’ understanding of CEFR, educational trends, strategies in CEFR-aligned lessons, and preferences for ELE. Findings indicate students prioritize educational trends like technology integration over CEFR, favoring approaches enhancing language skills and job readiness. These insights inform universities and stakeholders about student preferences, guiding ELE reform efforts.

Keywords

english education student voice CEFR Malaysia

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