The study, led by Shahazwan Mat Yusoff, set out to answer a question that most previous Malaysian CEFR research had left unexplored. Earlier studies had documented that teachers generally hold positive views of the framework while struggling with training gaps, workload, materials, and student proficiency. What remained poorly understood was the cognitive and pedagogical process in between: how teachers actually make sense of the reform and translate it into daily decisions about tasks, scaffolding, and assessment. Drawing on the sensemaking tradition in education research, the authors argue that teachers do not simply receive policy messages and execute them. Instead, they interpret, select, modify, and sometimes quietly transform reform ideas according to their professional knowledge, beliefs, and the realities of their classrooms.

To capture this process, the researchers conducted semi-structured interviews with ten ESL teachers drawn from three government secondary schools, deliberately balanced between five novice teachers with fewer than five years of experience and five senior teachers with more than ten. Each interview lasted between thirty and forty-five minutes, and the transcripts were analysed thematically using both deductive codes derived from the research questions and inductive codes that emerged from the data itself. The team followed Braun and Clarke’s six-phase thematic analysis, strengthened by member checking with four participants, peer checking, and an audit trail of coding decisions. Ethical approval came from the Universiti Malaya Research Ethics Committee, and all participants gave written informed consent.

The first major finding is both encouraging and sobering. Teachers overwhelmingly viewed the CEFR as a useful, structured framework that brought clearer organisation to their lessons than the older KBSM syllabus. One novice teacher described it simply as more organised than what came before. Yet beneath this acceptance lay a striking unevenness in conceptual understanding. Some participants appeared to understand the CEFR mainly as a syllabus guide or textbook structure rather than as a proficiency-based framework for describing learner ability. A senior teacher captured the tension directly, noting that the real challenge was getting teachers to understand that the framework exists to describe what students can do. The distinction matters because a teacher can dutifully use CEFR-aligned materials while still interpreting the reform procedurally, missing its deeper purpose of informing judgements about learner progression and communicative task design.

The second finding shows how classroom realities became the crucible in which the reform was tested and reshaped. Teachers reported negotiating the CEFR against a cluster of practical constraints: limited instructional time, low and mixed learner proficiency, unfamiliar cultural content, and relentless examination pressure. Time emerged as one of the most immediate pressures, with one teacher admitting that restrictions forced the skipping of complementary skills within the prescribed lesson structure. Learner proficiency posed an even thornier problem. As one senior teacher explained, even in non-rural areas the number of students with low language capability and limited real-world knowledge was worrisome, and the end of ability streaming meant classrooms now contained a wide mix of levels. A single CEFR-aligned task could be trivial for some students and impenetrable for others, making implementation dependent on each teacher’s diagnostic judgement.

Cultural relevance added another layer of negotiation. Some teachers found that CEFR-aligned materials included topics, particularly around culture, that students simply could not relate to, dampening comprehension and participation. Meanwhile, the tension between communicative ideals and assessment demands produced genuine professional dilemmas. One senior teacher described having to decide whether to focus on a CEFR-based lesson or on the necessities of an upcoming examination, noting that the two are sometimes contradictory. The authors interpret these accounts not as evidence of teacher resistance but as contextual negotiation: teachers incorporated constraints into their pedagogical decision-making, simplifying tasks, localising content, and selectively implementing curriculum components. This supports the view, articulated in earlier scholarship, that Malaysia’s adoption of the CEFR is a case of global policy borrowing that must be reinterpreted within local educational and linguistic conditions.

The third finding, and perhaps the most provocative, concerns the difference between novice and senior teachers. Both groups recognised the need to adapt lessons to student needs, but the nature and specificity of their reported adaptations diverged sharply. Novice teachers tended to describe adaptation in broad, activity-focused terms: picking activities students could manage, adjusting question difficulty to proficiency levels, and relating lesson contexts to students’ lives. Senior teachers, by contrast, reported a considerably richer repertoire. One described first assessing the class’s proficiency profile, then designing activities to cater to the majority while scheduling personal intervention sessions for struggling learners. Another outlined differentiation strategies designed to challenge higher-level students while allowing lower-proficiency students to push themselves. Senior teachers’ accounts extended beyond task modification into scaffolding, motivation, targeted intervention, and support for low-anxiety communicative participation.

The authors are careful about what this comparison does and does not establish. Because the study relied on interviews rather than classroom observation, the findings describe differences in teachers’ reported adaptive repertoires, not directly observed differences in practice. The study does not claim that senior teachers are automatically better implementers of the CEFR. What it does suggest is that professional experience may shape the range and specificity of the strategies teachers can draw upon when negotiating learner diversity. This aligns with international research showing that experienced EFL teachers demonstrate stronger knowledge of scaffolding strategies, including the linguistic, affective, and metacognitive support that helps low-proficiency learners participate in communicative activities that would otherwise defeat them.

From these three strands, the researchers build a broader conceptual argument they call adaptive professionalism. Rather than treating adaptation as an add-on technique applied after the curriculum has been delivered, adaptive professionalism positions teachers as active interpreters of reform who use professional judgement to make global expectations workable in particular classrooms. The concept weaves together sensemaking theory, language teacher cognition research, and work on teacher agency, which holds that teachers’ capacity to act is shaped by the interaction of professional competence, structural conditions, and professional purposes. In this framing, the CEFR provides a common reference point, but it is teachers’ sensemaking and judgement that determine how its principles are understood and enacted. Implementation, in other words, is better understood as contextual negotiation than as policy transfer.

The practical implications are significant for Malaysia and for any education system importing an international framework. The findings suggest that professional development must move beyond familiarising teachers with CEFR terminology and descriptors. Teachers need opportunities to connect proficiency descriptors with actual learner performance, communicative task design, assessment decisions, and classroom progression, so that acceptance deepens into genuine conceptual understanding. They also need support in developing the adaptive repertoire that mixed-proficiency classrooms demand: scaffolding, differentiation, localisation of materials, and low-anxiety support for reluctant speakers. The authors acknowledge the study’s limitations, including its small sample from a single district and its reliance on self-reported practice, and they call for future research incorporating classroom observations, lesson artefacts, and student perspectives across rural and urban, high- and lower-performing settings. But the core message is already clear. Curriculum reform does not succeed on the strength of its design documents. It succeeds, or stalls, in the moment-to-moment interpretive work of teachers who must decide, lesson by lesson, what a global framework means for the specific students sitting in front of them.

Subject of Research: Teacher sensemaking and adaptive enactment of the CEFR-aligned English curriculum in Malaysian secondary ESL classrooms

Article Title: Teacher sensemaking and adaptive enactment of curriculum reform based on the CEFR in Malaysian secondary ESL classrooms

Article References: Mat Yusoff, S., Mohamad Marzaini, A. F., Ahamat, M. I., Abdullah, M. R., Seyapalan, E. D., & Ali Huddin, M. R. (2026). Teacher sensemaking and adaptive enactment of curriculum reform based on the CEFR in Malaysian secondary ESL classrooms. Discover Education, 5(1), Article 1152. https://doi.org/10.1007/s44217-026-02305-z

Image Credits: AI Generated

DOI: 10.1007/s44217-026-02305-z

Keywords: CEFR, ESL teachers, curriculum reform, teacher sensemaking, Malaysia, qualitative case study, scaffolding, differentiation, language policy, communicative language teaching, novice and senior teachers, adaptive professionalism