Developing the CEFR-based academic EFL advising system: involving students in learner-centered advising

With the increasing interest in the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001) in various educational contexts, this study aims to show how the CEFR can be applied to student-centered academic EFL advising in a local Japanese context. In view of a recent survey showing that Japanese high school students’ English language proficiency levels are largely centered around CEFR A1 (Ministry of Education, Culture, Sports, Science and Technology-Japan, 2014), there needs to be a system for academic EFL advising in higher education that provides both students and advisors with their English language proficiency data in lower-level but more sub-categorized scales such as CEFR-J (Tono & Negishi, 2012), a modified version of CEFR in Japan. The system will be not just beneficial for advisors' better learning support but also develop students’ learner autonomy by letting them take decisions concerning goals, content and methods of learning based on the proficiency data shared with advisors (Little, 2005). For this purpose, this study has developed a system comprising of 1) simplified tests made up of three-level diagnostic questions corresponding to CEFR lower and upper A2 and lower B1 and of 2) e-portfolio as each student’s self-analysis record displaying the diagnosed data, the decided goals and methods, and learning progress. The study will show how CEFR-based diagnosis and academic advising are linked by the newly developed system.

Referent/in - Presenter/s

YUJI SHUHAMA (Iwate University, Global Education Center, Japan)

Zeit / Time

  • Freitag / Friday, 24.02.17
  • 14:15 - 14:30 (presenter available for questions)
  • the poster itself is accessible throughout the conference

Raum / Room

Bereich Kaffeestände 3. Ebene

coffee break area 3rd floor

Sprache / Language