Learning and Teaching English as a Foreign

Language (EFL)
SESSION 3: GUIDED ACTIVITY 1
Master’s Degree in Teacher Training

Javier Cañas Villarreal

PhD Candidate in Applied Linguistics
7/9/22
OVERVIEW
UNIT 4. ENGLISH TEACHING AND LEARNING IN
THE KNOWLEDGE SOCIETY AND THE DIGITAL
AGE
1. Warm-Up Question - Challenges of the CEFR
2. Video Discussion: The Creators of the CEFR –
What Do They Think?
3. Challenges of the CEFR
4. CEFR and Assessment
5. Exercises

SESSION 3: GUIDED ACTIVITY 1 7/9/22

Assessment Activities

Guided Activity 1 - Reflection on the CEFR

(15%)
• Based on the contents discussed in class, the
information provided in Unit 4 of the course manual
and your own research, make a critical evaluation of
the appropriateness of the CEFR for language
teaching (between 1000 and 1500 words). Provide
bibliographical references you may have used
following the APA referencing style.
• Groups (5 members maximum). The activity can be
also done individually.
• If done individually, 800-1000 words.

Go to the VIU CAMPUS > ‘Actividades aplicativas’ and download the document for
Guided Activity 1.
SESSION 3: GUIDED ACTIVITY 1 7/9/22
1. Warm-Up Question - Challenges of the CEFR

Warm-up. What do you think are the main challenges of the CEFR?
In your opinion, what aspects need to be changed?
Advantages?

https://padlet.com/javiercanas/1iy47jler243pb64

SESSION 3: GUIDED ACTIVITY 1 7/9/22

2. Video Discussion: The Creators of the CEFR – What Do They Think?

John Trim and Nick Saville (“Critique of the CEFR”) - (Part 1)

https://www.youtube.com/watch?v=rhCYc7rGOUo

Discussion Questions

1. Why is the CEFR used in non-European contexts? Do you think this

works?
2. Why are some voices becoming particularly critical with the CEFR?
3. What is the reason for having a six-level system?
4. What does Trim say about the dilemma: The need for commonality
vs. The need for specificity?
5. What does the Council of Europe recommend to member
governments with regard to the CEFR?

SESSION 3: GUIDED ACTIVITY 1 7/9/22

2. Video Discussion: The Creators of the CEFR – What Do They Think?
Council of Europe Recommendations on the Use of the CEFR

https://search.coe.int/cm/Pages/result_details.aspx?ObjectId=09000016805d2fb1

SESSION 3: GUIDED ACTIVITY 1 7/9/22

3. Challenges of the CEFR
Challenges of the CEFR – Level Descriptors

• CEFR descriptors are not necessary or sufficient specifications of what should be taught
at each level.
• For example: A2 descriptor in the Correspondence scale - “Can write very simple
personal letters expressing thanks and apology” - is not all to be taught in this area
at A2 level.
• When actions, strategies, competencies are described in words, a lot of ambiguity can
occur.
• Danger of differing interpretations for different languages.
• Under-definition of C2, + some reversals of C1/C2 descriptors.
• Weak definition of socio-linguistic competence.
• Unrealistic expectations in relation to receptive skills.

SESSION 3: GUIDED ACTIVITY 1 7/9/22

3. Challenges of the CEFR

Challenges of the CEFR - Using CEFR for Test Development

and Analysis

• The scales are premised on an incomplete and unevenly applied range of

contextual variables/performance conditions (context validity).
• Little account is taken of the nature of cognitive processing at different levels of
ability (theory based validity).
• Activities are seldom related to the quality of actual performance expected to
complete them (scoring validity);
• The wording for some of the descriptors is not consistent or transparent enough in
places for the development of tests.”

(Weir, 2005)

SESSION 3: GUIDED ACTIVITY 1 7/9/22

3. Challenges of the CEFR
Challenges of the CEFR - CEFR and Assessment: The Limitations

• NOT a harmonisation tool:

“We have NOT set out to tell practitioners what to do or how to do it. We are raising questions not
answering them. It is not the function of the CEF to lay down the objectives that users should pursue or
the methods they should employ” (CEFR: xi)

• NOT a theory of language development:

Scales describe learning outcomes, learner behaviours, not the invisible processes involved.

• NOT a test specification:

Scales and lists can be consulted when drawing up a task specification (Ch. 4) or defining assessment
criteria (Ch. 5) but need reference to detailed specifications for language & context.

(North, 2004)

SESSION 3: GUIDED ACTIVITY 1 7/9/22

5. Exercises
Level Descriptors Exercise

Identify whether the statements given refer to level A, B or C.

https://es.educaplay.com/juego/11572916
-level_descriptors_cefr.html

SESSION 3: GUIDED ACTIVITY 1 7/9/22

5. Exercises
Level Descriptors Exercise

Identify whether the statements given refer to level A, B or C. ANSWERS

• Can produce clear, detailed text on a wide range of subjects and explain a
viewpoint on a topical issue giving the advantages and disadvantages of various
options. (LEVEL B2)
• Can interact in a simple way provided the other person talks slowly and clearly
and is prepared to help. (LEVEL A1)
• Can express him/herself spontaneously, very fluently and precisely, differentiating
finer shades of meaning even in more complex situations. (LEVEL C2)
• Can describe in simple terms aspects of their background, immediate
environment and matters in areas of immediate need. (LEVEL A2)
• Can describe experiences and events, dreams, hopes & ambitions and briefly
give reasons and explanations for opinions and plans. (LEVEL B1)
• Can produce clear, well-structured, detailed text on complex subjects, showing
controlled use of organisational patterns, connectors and cohesive devices.
(LEVEL C1)

What words helped you to identify the levels?

SESSION 3: GUIDED ACTIVITY 1 7/9/22
5. Exercises

Self-Assessment Exercise

• Think of a foreign language that

you know.

• On a scale from A1 (beginner) to C2

(proficient user), decide what level you
think you are in that language.

• Then, go to the link below and using the CEFR

Self-assessment grid check whether the level
you guessed best describes your ability.

• Any inconsistencies?
https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=090000168045bb52

SESSION 3: GUIDED ACTIVITY 1 7/9/22

5. Exercises

Assessing Students - Exercise

Watch the video clip and choose the correct CEFR

level for each learner. How would you assess them?

https://www.youtube.com/watch?v=6HDQr6ghiiU

• What skill is being assessed? What is the test

format?

• If you were to use Table 3 for assessment (see link

below), where will you place these learners on the
scale from A1 to C1?

https://www.coe.int/en/web/common-european-framework-reference-
languages/table-3-cefr-3.3-common-reference-levels-qualitative-aspects-of-
spoken-language-use

SESSION 3: GUIDED ACTIVITY 1 7/9/22

Additional Resources

Challenges raised by the CEFR

For further ideas...

• Figueras, N. (2012). The impact of the CEFR.

https://www.academia.edu/38964197/The_impact_of_the_CEFR

• Fulcher, G. (2004, March 18). Are Europe's tests being built on an unsafe framework?
https://www.theguardian.com/education/2004/mar/18/tefl2

SESSION 3: GUIDED ACTIVITY 1 7/9/22

References
Jornet Melià, J.M. & Pastor Enríquez, V. (2020). Aprendizaje y enseñanza de lengua extranjera. Manual docente de
la asignatura. Universidad Internacional de Valencia.
North, B. (2004). Relating assessments, examinations, and courses to the CEF. In Morrow 2004: 77-90.
Weir, C. J. (2005). Limitations of the Common European Framework for developing comparable examinations and
tests. Language Testing, 22(3), 281-300.

Webreferences:
https://www.coe.int/
https://www.theguardian.com/

SESSION 3: GUIDED ACTIVITY 1 7/9/22

 Next Live Session: Webinar 1
• Gamification vs. Game-Based Learning
DATE: 09/08/2022
TIME: 8 – 10pm

How to prepare for Webinar 1

• Go to ‘Recursos complementarios (PE)>Seminar Materials’ and read Compulsory
Readings 1 and 2 on gamification. Then, prepare the questions in ‘Webinar 1 -
Discussion Questions’.

SESSION 3: GUIDED ACTIVITY 1 7/9/22

Questions?