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A pool of existing scaled descriptors were collected, whose sources are DIALANG (Alderson 2005), the CEFR in Finnish AMMKIA (North 2014, p. 79 80), and the CECR.
While participants were familiar with CECR descriptors, they were less familiar with those of the CEFR, in particular descriptors at the B levels.
It is a common procedure to localize EFL students on the CEFR in order to compare them with other non-native speakers.
The experience gained from developing and implementing the CEFR in the European context has strong implications for language teaching/learning and assessment in other parts of the world.
The similar view is also manifested in the CEFR in the division between 'production' and 'interaction' to speaking (Council of Europe 2001).
On the one hand, the Ministry of Education is aware of the influence of the CEFR in Europe and around the world and hopes to learn from the European experience and develop a scale of its own.
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CEFR participated in the data acquisition, in study design and helped to draft the manuscript.
There is also an issue with the proficiency level of the CEFR if it were used in the Chinese context.
Pupils are expected to reach a standard roughly equivalent to A2 in the Common European Framework of Reference for Languages (CEFR) if they achieve an A* to B in their GCSE exams.
Secondly, despite the apparent suitability of the CEFR-related descriptors, some of the levels previously assigned in the CEFR have changed in our study.
A Japanese version of the CEFR, the CEFR-J, has been developed and validated (www.cefr-j.org).
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com