J

• Alih, N. A. C., Raof, A. H. A., & Yusof, M. A. M. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms. Journal of Nusantara Studies, 6(2), 296-317. doi.org/10.24200/jonus.vol6iss2pp296-317

• Aziz, A. H. A., Rashid, R. A., & Zainudin, W. Z. W. (2018). The enactment of the Malaysian Common European Framework of Reference (CEFR): National master trainer’s reflection. Indonesia Journal of Applied Linguistics, 8(2), 409-417. https://doi.org/10.17509/ijal.v8i2.13307

• Bantwini, D. B. (2009). District professional development models as a way to introduce primary school teachers to natural science curriculum reforms in one district in South Africa. Journal of Education for Teaching, 35(2), 169-182. https://doi.org/10.1080/02607470902771094

• Benigno, V., & de Jong, J. H. (2016). The global scale of English learning objectives for young learners: Basic inventory of descriptors. Assessing Young Learners of English: Global and Local Perspectives, 25, 43-64. https://doi.org/10.1007/978-3-319-22422-0_3

• Bett, H. K. (2016). The cascade model of teachers’ continuing professional development in Kenya: A time for change? Cogent Education, 3(1), 1-9. https://doi.org/10.1080/2331186X.2016.1139439

• Cambridge. (2013). Cambridge baseline 2013: English language in Malaysian schools. Cambridge English Language Assessment.

• Chitravelu, N., Sithamparam, S., & Teh, S. C. (2005). ELT methodology: Principles and practice. Oxford University Press.

• Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

• Cresswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications, Inc.

• Dichaba, M. M., & Mokhele, M. L. (2012). Does the cascade model work for teacher training? Analysis of teachers’ experiences. International Journal of Educational Sciences, 4, 249-254. https://doi.org/10.1080/09751122.2012.11890049

• Fatima, S. (2019). Perceived view of teachers towards Pentaksiran Tingkatan Tiga (PT3) [Form Three Assessment] English language: A case study. Asian Journal of University Education, 15(3), 34-44. https://doi.org/10.24191/ajue.v15i3.7819

• Fullan, M., & Stiegelbauer, S. M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.

• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

• Gill, R. S. (2013). Enhancing English teacher language proficiency: The Malaysian experience. British Council.

• Hasselgreen, A. (2013). Adapting the CEFR for the classroom assessment of young learners’ writing. The Canadian Modern Language Review, 69(4), 415-435. https://doi.org/10.3138/cmlr.1705.415

• Hayes, D. (2000). Cascade training and teachers’ professional development. ELT Journal, 54, 135-145. https://doi.org/10.1093/elt/54.2.135

• Karalis, T. (2016). Cascade approach to training: Theoretical issues and practical applications in non - formal education. Journal of Education and Social Policy, 3, 104-108.

• Kok, N. M., & Aziz, A. A. (2019, March 27). English language teachers’ perceptions on the implementation of CEFR-aligned curriculum among primary schools in Malaysia. In Seminar Wacana Pendidikan 2019 (SWAPEN 2.0) (pp. 212-222). Kedah, Malaysia.

• Kotula, A. W., & Aguilar, C. M. (2014). Developing a writing instruction observation protocol: Implications for ractice, research, and policy. Education Development Center Inc.

• Little, D. (2013, October, 29-30). The Common European Framework of References for Languages: Purpose, origin, ethos and implications [Paper presented]. CEFR Conference. Putrajaya, Malaysia.

• McKay, P. (2006). Assessing young language learners. Cambridge University Press. https://doi.org/10.1017/CBO9780511733093

• Ministry of Education Malaysia. (2012). Preliminary report - Malaysia education blueprint (2013-2025). Ministry of Education Malaysia.

• Ministry of Education Malaysia. (2015). English language education reform in Malaysia: The Roadmap 2015-2025. Ministry of Education Malaysia.

• Ministry of Education Malaysia. (2018). Teacher handbook: Formative assessment principles and practices. Cambridge Assessment English.

• Mohammed, N. A. (2020). Teachers’ views and challenges in using CEFR to teach English language in primary school [Unpublished Master’s thesis]. Universiti Teknologi Malaysia.

• Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House, 87, 34-38. https://doi.org/10.1080/00098655.2013.832130

• Nawai, R., & Said, N. E. M. (2020). Implementation challenges of Common European Framework Reference (CEFR) in a Malaysian Setting: Insights on English Teachers’ Attitude. International Journal of Academic Research in Business and Social Sciences, 10(7), 28-41. https://doi.org/10.6007/IJARBSS/v10-i7/7394

• Pearson. (2010). Aligning PTE academic test scores to Common European Framework of Reference for languages. http://pearsonpte.com/wp-content/ uploads/2014/07/Aligning_PTEA_Scores_ CEF.pdf

• Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190

• Robinson, M. (2002). Teacher reforms in South Africa: Challenges, strategies and debates. Prospects, 11, 289-299.

• Sidhu, G. K., Kaur, S., & Chi, L. J. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8(2), 452-463. http://doi.org/10.17509/ijal.v8i2.13311

• Tomlinson, C. A. (2000). The differentiated classroom: Responding to the needs of all learners. ASCD.

• Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.

• University of Cambridge. (2011). Using CEFR: Principles of good practices at University of Cambridge. Cambridge ESOL Examinations.

• Uri, N. F. M., & Aziz, M. S. A. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168-183. http://doi.org/10.17576/3L-2018-2403-13

• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

• Wang, W. (2013). Teachers’ stages of concern and levels of use of a curriculum innovation in China: A case study. International Journal of English Language Teaching, 1(1), 22-31. https://doi.org/10.5430/ijelt.v1n1p22

• William, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-57. https://doi.org/10.1080/0969594X.2018.1441807

• William, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C.A. Dwyer (Ed.), The Future of Assessment: Shaping Teaching and Learning (pp.53-82). Routledge & CRC Press. https://doi.org/10.4324/9781315086545-3

• Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage.

• Alih, N. A. C., Raof, A. H. A., & Yusof, M. A. M. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms. Journal of Nusantara Studies, 6(2), 296-317. doi.org/10.24200/jonus.vol6iss2pp296-317

• Aziz, A. H. A., Rashid, R. A., & Zainudin, W. Z. W. (2018). The enactment of the Malaysian Common European Framework of Reference (CEFR): National master trainer’s reflection. Indonesia Journal of Applied Linguistics, 8(2), 409-417. https://doi.org/10.17509/ijal.v8i2.13307

• Bantwini, D. B. (2009). District professional development models as a way to introduce primary school teachers to natural science curriculum reforms in one district in South Africa. Journal of Education for Teaching, 35(2), 169-182. https://doi.org/10.1080/02607470902771094

• Benigno, V., & de Jong, J. H. (2016). The global scale of English learning objectives for young learners: Basic inventory of descriptors. Assessing Young Learners of English: Global and Local Perspectives, 25, 43-64. https://doi.org/10.1007/978-3-319-22422-0_3

• Bett, H. K. (2016). The cascade model of teachers’ continuing professional development in Kenya: A time for change? Cogent Education, 3(1), 1-9. https://doi.org/10.1080/2331186X.2016.1139439

• Cambridge. (2013). Cambridge baseline 2013: English language in Malaysian schools. Cambridge English Language Assessment.

• Chitravelu, N., Sithamparam, S., & Teh, S. C. (2005). ELT methodology: Principles and practice. Oxford University Press.

• Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

• Cresswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications, Inc.

• Dichaba, M. M., & Mokhele, M. L. (2012). Does the cascade model work for teacher training? Analysis of teachers’ experiences. International Journal of Educational Sciences, 4, 249-254. https://doi.org/10.1080/09751122.2012.11890049

• Fatima, S. (2019). Perceived view of teachers towards Pentaksiran Tingkatan Tiga (PT3) [Form Three Assessment] English language: A case study. Asian Journal of University Education, 15(3), 34-44. https://doi.org/10.24191/ajue.v15i3.7819

• Fullan, M., & Stiegelbauer, S. M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.

• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

• Gill, R. S. (2013). Enhancing English teacher language proficiency: The Malaysian experience. British Council.

• Hasselgreen, A. (2013). Adapting the CEFR for the classroom assessment of young learners’ writing. The Canadian Modern Language Review, 69(4), 415-435. https://doi.org/10.3138/cmlr.1705.415

• Hayes, D. (2000). Cascade training and teachers’ professional development. ELT Journal, 54, 135-145. https://doi.org/10.1093/elt/54.2.135

• Karalis, T. (2016). Cascade approach to training: Theoretical issues and practical applications in non - formal education. Journal of Education and Social Policy, 3, 104-108.

• Kok, N. M., & Aziz, A. A. (2019, March 27). English language teachers’ perceptions on the implementation of CEFR-aligned curriculum among primary schools in Malaysia. In Seminar Wacana Pendidikan 2019 (SWAPEN 2.0) (pp. 212-222). Kedah, Malaysia.

• Kotula, A. W., & Aguilar, C. M. (2014). Developing a writing instruction observation protocol: Implications for ractice, research, and policy. Education Development Center Inc.

• Little, D. (2013, October, 29-30). The Common European Framework of References for Languages: Purpose, origin, ethos and implications [Paper presented]. CEFR Conference. Putrajaya, Malaysia.

• McKay, P. (2006). Assessing young language learners. Cambridge University Press. https://doi.org/10.1017/CBO9780511733093

• Ministry of Education Malaysia. (2012). Preliminary report - Malaysia education blueprint (2013-2025). Ministry of Education Malaysia.

• Ministry of Education Malaysia. (2015). English language education reform in Malaysia: The Roadmap 2015-2025. Ministry of Education Malaysia.

• Ministry of Education Malaysia. (2018). Teacher handbook: Formative assessment principles and practices. Cambridge Assessment English.

• Mohammed, N. A. (2020). Teachers’ views and challenges in using CEFR to teach English language in primary school [Unpublished Master’s thesis]. Universiti Teknologi Malaysia.

• Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House, 87, 34-38. https://doi.org/10.1080/00098655.2013.832130

• Nawai, R., & Said, N. E. M. (2020). Implementation challenges of Common European Framework Reference (CEFR) in a Malaysian Setting: Insights on English Teachers’ Attitude. International Journal of Academic Research in Business and Social Sciences, 10(7), 28-41. https://doi.org/10.6007/IJARBSS/v10-i7/7394

• Pearson. (2010). Aligning PTE academic test scores to Common European Framework of Reference for languages. http://pearsonpte.com/wp-content/ uploads/2014/07/Aligning_PTEA_Scores_ CEF.pdf

• Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190

• Robinson, M. (2002). Teacher reforms in South Africa: Challenges, strategies and debates. Prospects, 11, 289-299.

• Sidhu, G. K., Kaur, S., & Chi, L. J. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8(2), 452-463. http://doi.org/10.17509/ijal.v8i2.13311

• Tomlinson, C. A. (2000). The differentiated classroom: Responding to the needs of all learners. ASCD.

• Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.

• University of Cambridge. (2011). Using CEFR: Principles of good practices at University of Cambridge. Cambridge ESOL Examinations.

• Uri, N. F. M., & Aziz, M. S. A. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168-183. http://doi.org/10.17576/3L-2018-2403-13

• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

• Wang, W. (2013). Teachers’ stages of concern and levels of use of a curriculum innovation in China: A case study. International Journal of English Language Teaching, 1(1), 22-31. https://doi.org/10.5430/ijelt.v1n1p22

• William, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-57. https://doi.org/10.1080/0969594X.2018.1441807

• William, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C.A. Dwyer (Ed.), The Future of Assessment: Shaping Teaching and Learning (pp.53-82). Routledge & CRC Press. https://doi.org/10.4324/9781315086545-3

• Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage.

• Alih, N. A. C., Raof, A. H. A., & Yusof, M. A. M. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms. Journal of Nusantara Studies, 6(2), 296-317. doi.org/10.24200/jonus.vol6iss2pp296-317

• Aziz, A. H. A., Rashid, R. A., & Zainudin, W. Z. W. (2018). The enactment of the Malaysian Common European Framework of Reference (CEFR): National master trainer’s reflection. Indonesia Journal of Applied Linguistics, 8(2), 409-417. https://doi.org/10.17509/ijal.v8i2.13307

• Bantwini, D. B. (2009). District professional development models as a way to introduce primary school teachers to natural science curriculum reforms in one district in South Africa. Journal of Education for Teaching, 35(2), 169-182. https://doi.org/10.1080/02607470902771094

• Benigno, V., & de Jong, J. H. (2016). The global scale of English learning objectives for young learners: Basic inventory of descriptors. Assessing Young Learners of English: Global and Local Perspectives, 25, 43-64. https://doi.org/10.1007/978-3-319-22422-0_3

• Bett, H. K. (2016). The cascade model of teachers’ continuing professional development in Kenya: A time for change? Cogent Education, 3(1), 1-9. https://doi.org/10.1080/2331186X.2016.1139439

• Cambridge. (2013). Cambridge baseline 2013: English language in Malaysian schools. Cambridge English Language Assessment.

• Chitravelu, N., Sithamparam, S., & Teh, S. C. (2005). ELT methodology: Principles and practice. Oxford University Press.

• Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

• Cresswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications, Inc.

• Dichaba, M. M., & Mokhele, M. L. (2012). Does the cascade model work for teacher training? Analysis of teachers’ experiences. International Journal of Educational Sciences, 4, 249-254. https://doi.org/10.1080/09751122.2012.11890049

• Fatima, S. (2019). Perceived view of teachers towards Pentaksiran Tingkatan Tiga (PT3) [Form Three Assessment] English language: A case study. Asian Journal of University Education, 15(3), 34-44. https://doi.org/10.24191/ajue.v15i3.7819

• Fullan, M., & Stiegelbauer, S. M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.

• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

• Gill, R. S. (2013). Enhancing English teacher language proficiency: The Malaysian experience. British Council.

• Hasselgreen, A. (2013). Adapting the CEFR for the classroom assessment of young learners’ writing. The Canadian Modern Language Review, 69(4), 415-435. https://doi.org/10.3138/cmlr.1705.415

• Hayes, D. (2000). Cascade training and teachers’ professional development. ELT Journal, 54, 135-145. https://doi.org/10.1093/elt/54.2.135

• Karalis, T. (2016). Cascade approach to training: Theoretical issues and practical applications in non - formal education. Journal of Education and Social Policy, 3, 104-108.

• Kok, N. M., & Aziz, A. A. (2019, March 27). English language teachers’ perceptions on the implementation of CEFR-aligned curriculum among primary schools in Malaysia. In Seminar Wacana Pendidikan 2019 (SWAPEN 2.0) (pp. 212-222). Kedah, Malaysia.

• Kotula, A. W., & Aguilar, C. M. (2014). Developing a writing instruction observation protocol: Implications for ractice, research, and policy. Education Development Center Inc.

• Little, D. (2013, October, 29-30). The Common European Framework of References for Languages: Purpose, origin, ethos and implications [Paper presented]. CEFR Conference. Putrajaya, Malaysia.

• McKay, P. (2006). Assessing young language learners. Cambridge University Press. https://doi.org/10.1017/CBO9780511733093

• Ministry of Education Malaysia. (2012). Preliminary report - Malaysia education blueprint (2013-2025). Ministry of Education Malaysia.

• Ministry of Education Malaysia. (2015). English language education reform in Malaysia: The Roadmap 2015-2025. Ministry of Education Malaysia.

• Ministry of Education Malaysia. (2018). Teacher handbook: Formative assessment principles and practices. Cambridge Assessment English.

• Mohammed, N. A. (2020). Teachers’ views and challenges in using CEFR to teach English language in primary school [Unpublished Master’s thesis]. Universiti Teknologi Malaysia.

• Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House, 87, 34-38. https://doi.org/10.1080/00098655.2013.832130

• Nawai, R., & Said, N. E. M. (2020). Implementation challenges of Common European Framework Reference (CEFR) in a Malaysian Setting: Insights on English Teachers’ Attitude. International Journal of Academic Research in Business and Social Sciences, 10(7), 28-41. https://doi.org/10.6007/IJARBSS/v10-i7/7394

• Pearson. (2010). Aligning PTE academic test scores to Common European Framework of Reference for languages. http://pearsonpte.com/wp-content/ uploads/2014/07/Aligning_PTEA_Scores_ CEF.pdf

• Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190

• Robinson, M. (2002). Teacher reforms in South Africa: Challenges, strategies and debates. Prospects, 11, 289-299.

• Sidhu, G. K., Kaur, S., & Chi, L. J. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8(2), 452-463. http://doi.org/10.17509/ijal.v8i2.13311

• Tomlinson, C. A. (2000). The differentiated classroom: Responding to the needs of all learners. ASCD.

• Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.

• University of Cambridge. (2011). Using CEFR: Principles of good practices at University of Cambridge. Cambridge ESOL Examinations.

• Uri, N. F. M., & Aziz, M. S. A. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168-183. http://doi.org/10.17576/3L-2018-2403-13

• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

• Wang, W. (2013). Teachers’ stages of concern and levels of use of a curriculum innovation in China: A case study. International Journal of English Language Teaching, 1(1), 22-31. https://doi.org/10.5430/ijelt.v1n1p22

• William, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-57. https://doi.org/10.1080/0969594X.2018.1441807

• William, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C.A. Dwyer (Ed.), The Future of Assessment: Shaping Teaching and Learning (pp.53-82). Routledge & CRC Press. https://doi.org/10.4324/9781315086545-3

• Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage.