EVALUATING A CEFR-ALIGNED ENGLISH LANGUAGE CURRICULUM THROUGH THE CIPP MODEL: INSIGHTS FROM HIGH-PROFICIENCY STUDENTS

Abstract

Universiti Kebangsaan Malaysia (UKM) has introduced an English Language Curriculum aligned with the CEFR (Common European Framework of Reference for Languages) to meet the need for standardised language education and evaluation. This initiative aims to improve students' language skills and their competitiveness in the professional field. The curriculum divided the courses into four tracks (Track 1: A2, Track 2: B1, Track 3: B2, Track 4: C1). This study aims to investigate the perceptions of high-proficient students regarding the CEFR-aligned English Language Curriculum provided at UKM. It will examine different aspects of the curriculum’s implementation. Using Stufflebeam’s CIPP (Context, Input, Process, Product) curriculum evaluation model, the study adopts a quantitative and descriptive survey research design employing an 18-item survey questionnaire. The survey utilised a 7-point Likert scale with 1= Strongly disagree ... 7= Strongly agree. The survey items underwent content validation through expert consultations, and the reliability of the items was confirmed by conducting a pilot test, with a Cronbach’s alpha value of 0.785. A total of 168 undergraduate students undertaking compulsory English courses at the university participated in the study through a stratified sampling procedure where students with high language proficiency levels from Track 3 were randomly selected. The findings indicated moderate mean scores on the Context and Input aspects and relatively low mean scores on the Process and Product aspects of the curriculum implementation. The results provide valuable insights for reviewing and improving the CEFR-aligned curriculum to enhance student learning outcomes.