A Preliminary Study on Localising the CEFR Written Production Descriptor to Malaysian Higher Education Context
Abstract
The embrace of CEFR in the Malaysian context was explicated in The Roadmap, a document explaining Malaysia’s latest language in education reform that occurred in 2015. With the adoption of CEFR into Malaysia’s English language education, all matters related to English language teaching and learning need to be aligned to CEFR, including those in tertiary education. This paper attempts to unravel the thoughts and beliefs of academic at Malaysian higher learning institutions on the need to localise CEFR into Malaysian higher education context. This qualitative pilot study was conducted with three participants to assess the suitability of a 22-questions interview questionnaire, and at the same time build a case on CEFR localisation to the Malaysian context. In modelling and framing the study and interview questions, the Language Management Theory was utilised. An interview was conducted and a rigorous coding exercise was done to disclose the beliefs of Malaysian higher education academics in regards to CEFR and the need to localise the framework. For this study, research only concerted around the written production skills. Findings revealed that higher education academics are concerned with CEFR and suggests that proper measures of adaptations should be taken before CEFR can be rolled out in institutions of higher learning for their teaching, learning and assessment purposes.
References
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Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors.
Deygers, B., Zeidler, B., Vilcu, D., & Carlsen, C. H. (2018). One Framework to Unite Them All? Use of the CEFR in European University Entrance Policies. Language Assessment Quarterly, 15(1), 3–15. https://doi.org/10.1080/15434303.2016.1261350
Engku Haliza Engku Ibrahim, Isarji Sarudin, Khairiah Othman, Faridah Abdul Malik, & Ainon Jariah Muhamad. (2017). The assessment of writing within the CEFR scale: A Malaysian context. Advanced Science Letters, 23(5), 4944–4947. https://doi.org/10.1166/asl.2017.8968
Erda Wati Bakar. (2020). Can-Do descriptors – Realigning English language curriculum at higher education institution to CEFR. International Journal of Modern Languages And Applied Linguistics, 4(2), 84. https://doi.org/10.24191/ijmal.v4i2.7975
Fatima Sabbir. (2019). Perceived view of teachers towards pentaksiran tingkatan tiga (PT3) (Form Three assessment) English language: A case study. Asian Journal of University Education, 15(3), 34–44. https://doi.org/10.24191/ajue.v15i3.7819
Foley, J. A. (2019). Adapting CEFR for English Language Education in ASEAN, Japan and China. The New English Teacher, 2, 101–117. http://www.assumptionjournal.au.edu/index.php/newEnglishTeacher/article/view/3879/2371
Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. Longman.
Green, A. (2018). Linking Tests of English for Academic Purposes to the CEFR: The Score User’s Perspective. Language Assessment Quarterly, 15(1), 59–74. https://doi.org/10.1080/15434303.2017.1350685
Harsch, C., Peña, I. de la C. C., Baffil, T. G., Álvarez, P. C., & Fernández, I. G. (2020). Interpretation of the CEFR Companion Volume for developing rating scales in Cuban higher education. CEFR, 3.
Harsch, C., & Seyferth, S. (2020). Marrying achievement with proficiency – Developing and validating a local CEFR-based writing checklist. Assessing Writing, 43(January), 100433. https://doi.org/10.1016/j.asw.2019.100433
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. The Science of Writing: Theories, Methods, Individual Differences, and Applications, April, 1–27.
Holzknecht, F., Huhta, A., & Lamprianou, I. (2018). Comparing the outcomes of two different approaches to CEFR-based rating of students’ writing performances across two European countries. Assessing Writing, 37(April 2017), 57–67. https://doi.org/10.1016/j.asw.2018.03.009
Huang, L. fen, Kubelec, S., Keng, N., & Hsu, L. hsun. (2018). Evaluating CEFR rater performance through the analysis of spoken learner corpora. Language Testing in Asia, 8(1). https://doi.org/10.1186/s40468-018-0069-0
Izzah Ismail, & Rahani Othman. (2020). A review of literature on the English language entry requirement for international students into postgraduate programs in Universiti Teknologi Malaysia. Journal of Critical Reviews, 7(11), 543–549. https://doi.org/10.31838/jcr.07.11.98
Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews: Tips for students new to the field of qualitative research. The Qualitative Report, 17(42), 1–10.
Jerald, G. G., & Parilah M Shah. (2018). The Impact of CEFR-Aligned Curriculum in the Teaching of ESL in Julau District: English Teachers’ Perspectives. International Journal of Innovative Research and Creative Technology, 4(6), 121. www.ijirct.org
Jernudd, B. ., & Neustupný, J. V. (1987). Language planning: For whom? In Proceedings of the International Colloquium on Language Planning (pp. 71–84).
Kok, N. M., & Azlina Abdul Aziz. (2019). English language teachers’ perceptions on the implementation of CEFR-aligned curriculum among primary schools in Malaysia. Seminar Wacana Pendidikan 2019, February, 212–222.
Little, D. (2006). The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact. Language Teaching, 39(3), 167–190. https://doi.org/10.1017/S0261444806003557
Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the making of supranational language education policy. The Modern Language Journal, 645–655.
Liyana Ahmad Afip, M. Obaidul Hamid, & Renshaw, P. (2019). Common European framework of reference for languages (CEFR): Insights into global policy borrowing in Malaysian higher education. Globalisation, Societies and Education, 0(0), 1–16. https://doi.org/10.1080/14767724.2019.1578195
Mardiana Idris, & Abdul Halim Abdul Raof. (2015). CEFR rating scale: Scaling its functionality through ESL learners’ self- and peer assessments. Advanced Science Letters.
Mardiana Idris, & Mohamad Hassan Zakaria. (2016). Gauging ESL learners’ CEFR ratings on oral proficiency in rater training. Man in India, 96(6), 1675–1682.
Mazidah Mohamed, & Mohd Sallehhuddin Abd Aziz. (2018). Juxtaposing the primary school assessment concepts and practices in Singapore and Malaysia. International Journal of Engineering & Technology, 7(3.21), 552. https://doi.org/10.14419/ijet.v7i3.21.17232
McNamara, T. (2014). 30 Years on-evolution or revolution? Language Assessment Quarterly, 11(2), 226–232. https://doi.org/10.1080/15434303.2014.895830
Mohd. Khairul Abu Sufi, & Mahani Stapa. (2020). Should the CEFR illustrative scales be localised to Malaysian higher education standards? A conceptual paper. International Journal of Academic Research in Business and Social Sciences, 10(9), 885–897. https://doi.org/10.6007/IJARBSS/v10-i9/7882
Nagai, N., Ayano, S., Okada, K., & Nakanishi, T. (2013). Adaptation of the CEFR to remedial English language education in Japan. Language Learning in Higher Education, 2(1), 35–58. https://doi.org/10.1515/cercles-2012-0003
Nekvapil, J., & Sherman, T. (2015). An introduction: Language management theory in language policy and planning. International Journal of the Sociology of Language, 2015(232), 1–12. https://doi.org/10.1515/ijsl-2014-0039
Nguyen, V. H., & Hamid, M. O. (2020). The CEFR as a national language policy in Vietnam: Insights from a sociogenetic analysis. Journal of Multilingual and Multicultural Development, 0(0), 1–13. https://doi.org/10.1080/01434632.2020.1715416
Nor Liza Ali. (2013). A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia. Current Issues in Language Planning, 14(1), 73–92. https://doi.org/10.1080/14664208.2013.775543
Norsharina Mohd Yusof, & Mohamad Maslawati. (2020). Stakeholders’ perceptions and implications of classroom-based reading assessment: A literature review. Creative Education, 11(08), 1324–1335. https://doi.org/10.4236/ce.2020.118097
North, B. (2007). The CEFR: Development, Theoretical and Practical issues. Babylonia, 1, 22–29. https://doi.org/10.1074/jbc.M409962200
North, B., & Piccardo, E. (2016). Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR). Language Teaching, 49(3), 455–459. https://doi.org/10.1017/S0261444816000100
Nurul Farehah Mohd Uri, & Mohd Salehhuddin Abd Aziz. (2020). The appropriacy and applicability of English assessment against CEFR global scale: Teachers’ judgement. 3L: The Southeast Asian Journal of English Language Studies, 26(3), 53–65.
Nurul Farehah Mohd Uri, & Mohd Sallehhuddin Abd Aziz. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168–183. https://doi.org/10.17576/3L-2018-2403-13
Nurul Farehah Mohd Uri, & Mohd Sallehhudin Abd Aziz. (2020). Ascertaining the suitability of writing syllabus specifications to the CEFR: Subject matter experts’ perspectives. Issues in Language Studies, 9(1), 1–14. https://doi.org/10.33736/ils.2347.2020
Nurul Hidayah Razali, & Lilisuriani Abdul Latif. (2019). CEFR-based English speaking skill self-assessments by Malaysian graduating non-native English speaking students. Malaysian International Journal of Research in Teacher Education, 2, 82–93.
Pillai, S., & Ong, L. T. (2018). English(es) in Malaysia. Asian Englishes, 20(2), 147–157. https://doi.org/10.1080/13488678.2018.1459073
Ramiaida Darmi, Fariza Puteh-Behak, Hazlina Abdullah, Ramiza Darmi, & Wahiz Wahi. (2018). Variations of L1 use in the English language class. GEMA Online Journal of Language Studies, 18(2), 284–311. https://doi.org/10.17576/gema-2018-1802-19
Savski, K. (2020). Local problems and a global solution: Examining the recontextualization of CEFR in Thai and Malaysian language policies. Language Policy. https://doi.org/10.1007/s10993-019-09539-8
Savski, K., & Savaki, K. (2019). Putting the plurilingual/pluricultural back into CEFR: Reflecting on policy reform in Thailand and Malaysia. Journal of Asia TEFL, 16(2), 644–652. https://doi.org/10.18823/asiatefl.2019.16.2.13.644
The Roadmap. (2015). English language education reform in Malaysia: The roadmap 2015-2025 (Zuraidah Mohd Don (ed.)). Ministry of Education Malaysia.
Van Huy, N., & Hamid, M. O. (2015). Educational policy borrowing in a globalized world: A case study of Common European Framework of Reference for languages in a Vietnamese university. English Teaching: Practice & Critique, 14(1), 60–74. https://doi.org/10.1108/etpc-02-2015-0014
Weir, C. J. (2005a). Language testing and validation. In Language Testing and Validation. Palgrave Macmillan. https://doi.org/10.1057/9780230514577
Weir, C. J. (2005b). Limitations of the Common European Framework for developing comparable examinations and tests. Language Testing, 22(3), 281–300. https://doi.org/10.1191/0265532205lt309oa
Wind, S. A., Stager, C., & Patil, Y. J. (2017). Exploring the relationship between textual characteristics and rating quality in rater-mediated writing assessments: An illustration with L1 and L2 writing assessments. Assessing Writing, 34(April), 1–15. https://doi.org/10.1016/j.asw.2017.08.003
Zarina Mohd Ali, Fatimah Ali, Noor Raha Mohd Radzuan, Nik Aloesnita Nik Mohd Alwi, Noor Lide Abu Kassim, & Zuraidah Mohd Don. (2018). Contextualising the CEFR: The Universiti Malaysia Pahang English language proficiency writing test. ICERI2018 Proceedings, 1(April 2019), 4892–4902. https://doi.org/10.21125/iceri.2018.2114
Zou, S., & Zhang, W. (2017). Exploring the adaptability of the CEFR in the construction of a writing ability scale for test for English majors. Language Testing in Asia, 7(1). https://doi.org/10.1186/s40468-017-0050-3
Zuraidah Mohd Don, & Mardziah Hayati Abdullah. (2019, May 22). The reform of English language education in Malaysia. Free Malaysia Today, 1. https://www.freemalaysiatoday.com/category/opinion/2019/05/22/the-reform-of-english-language-education-in-malaysia/
Azirah Hashim, & Leitner, G. (2014). English as a lingua franca in higher education in Malaysia. The Asian Journal of Applied Linguistics, 1(1), 16–27. http://ssrn.com/abstract=2418116%5Cnhttp://caes.hku.hk/ajal
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press. https://doi.org/10.2307/328718
Barni, M. (2015). In the name of the CEFR: Individuals and standards. In B. Spolsky, O. Inbar-Lourie, & M. Tannenbaum (Eds.), Challenges of language education and policy. Making space for people (pp. 40–52). Routledge.
Barni, M., & Salvati, L. (2017). The Common European Framework of Reference (CEFR). In E. Shohamy, I. G. Or, & S. May (Eds.), Language Testing and Assessment (pp. 417–426). Springer International Publishing. https://doi.org/10.1007/978-3-319-02261-1
Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors.
Deygers, B., Zeidler, B., Vilcu, D., & Carlsen, C. H. (2018). One Framework to Unite Them All? Use of the CEFR in European University Entrance Policies. Language Assessment Quarterly, 15(1), 3–15. https://doi.org/10.1080/15434303.2016.1261350
Engku Haliza Engku Ibrahim, Isarji Sarudin, Khairiah Othman, Faridah Abdul Malik, & Ainon Jariah Muhamad. (2017). The assessment of writing within the CEFR scale: A Malaysian context. Advanced Science Letters, 23(5), 4944–4947. https://doi.org/10.1166/asl.2017.8968
Erda Wati Bakar. (2020). Can-Do descriptors – Realigning English language curriculum at higher education institution to CEFR. International Journal of Modern Languages And Applied Linguistics, 4(2), 84. https://doi.org/10.24191/ijmal.v4i2.7975
Fatima Sabbir. (2019). Perceived view of teachers towards pentaksiran tingkatan tiga (PT3) (Form Three assessment) English language: A case study. Asian Journal of University Education, 15(3), 34–44. https://doi.org/10.24191/ajue.v15i3.7819
Foley, J. A. (2019). Adapting CEFR for English Language Education in ASEAN, Japan and China. The New English Teacher, 2, 101–117. http://www.assumptionjournal.au.edu/index.php/newEnglishTeacher/article/view/3879/2371
Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. Longman.
Green, A. (2018). Linking Tests of English for Academic Purposes to the CEFR: The Score User’s Perspective. Language Assessment Quarterly, 15(1), 59–74. https://doi.org/10.1080/15434303.2017.1350685
Harsch, C., Peña, I. de la C. C., Baffil, T. G., Álvarez, P. C., & Fernández, I. G. (2020). Interpretation of the CEFR Companion Volume for developing rating scales in Cuban higher education. CEFR, 3.
Harsch, C., & Seyferth, S. (2020). Marrying achievement with proficiency – Developing and validating a local CEFR-based writing checklist. Assessing Writing, 43(January), 100433. https://doi.org/10.1016/j.asw.2019.100433
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. The Science of Writing: Theories, Methods, Individual Differences, and Applications, April, 1–27.
Holzknecht, F., Huhta, A., & Lamprianou, I. (2018). Comparing the outcomes of two different approaches to CEFR-based rating of students’ writing performances across two European countries. Assessing Writing, 37(April 2017), 57–67. https://doi.org/10.1016/j.asw.2018.03.009
Huang, L. fen, Kubelec, S., Keng, N., & Hsu, L. hsun. (2018). Evaluating CEFR rater performance through the analysis of spoken learner corpora. Language Testing in Asia, 8(1). https://doi.org/10.1186/s40468-018-0069-0
Izzah Ismail, & Rahani Othman. (2020). A review of literature on the English language entry requirement for international students into postgraduate programs in Universiti Teknologi Malaysia. Journal of Critical Reviews, 7(11), 543–549. https://doi.org/10.31838/jcr.07.11.98
Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews: Tips for students new to the field of qualitative research. The Qualitative Report, 17(42), 1–10.
Jerald, G. G., & Parilah M Shah. (2018). The Impact of CEFR-Aligned Curriculum in the Teaching of ESL in Julau District: English Teachers’ Perspectives. International Journal of Innovative Research and Creative Technology, 4(6), 121. www.ijirct.org
Jernudd, B. ., & Neustupný, J. V. (1987). Language planning: For whom? In Proceedings of the International Colloquium on Language Planning (pp. 71–84).
Kok, N. M., & Azlina Abdul Aziz. (2019). English language teachers’ perceptions on the implementation of CEFR-aligned curriculum among primary schools in Malaysia. Seminar Wacana Pendidikan 2019, February, 212–222.
Little, D. (2006). The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact. Language Teaching, 39(3), 167–190. https://doi.org/10.1017/S0261444806003557
Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the making of supranational language education policy. The Modern Language Journal, 645–655.
Liyana Ahmad Afip, M. Obaidul Hamid, & Renshaw, P. (2019). Common European framework of reference for languages (CEFR): Insights into global policy borrowing in Malaysian higher education. Globalisation, Societies and Education, 0(0), 1–16. https://doi.org/10.1080/14767724.2019.1578195
Mardiana Idris, & Abdul Halim Abdul Raof. (2015). CEFR rating scale: Scaling its functionality through ESL learners’ self- and peer assessments. Advanced Science Letters.
Mardiana Idris, & Mohamad Hassan Zakaria. (2016). Gauging ESL learners’ CEFR ratings on oral proficiency in rater training. Man in India, 96(6), 1675–1682.
Mazidah Mohamed, & Mohd Sallehhuddin Abd Aziz. (2018). Juxtaposing the primary school assessment concepts and practices in Singapore and Malaysia. International Journal of Engineering & Technology, 7(3.21), 552. https://doi.org/10.14419/ijet.v7i3.21.17232
McNamara, T. (2014). 30 Years on-evolution or revolution? Language Assessment Quarterly, 11(2), 226–232. https://doi.org/10.1080/15434303.2014.895830
Mohd. Khairul Abu Sufi, & Mahani Stapa. (2020). Should the CEFR illustrative scales be localised to Malaysian higher education standards? A conceptual paper. International Journal of Academic Research in Business and Social Sciences, 10(9), 885–897. https://doi.org/10.6007/IJARBSS/v10-i9/7882
Nagai, N., Ayano, S., Okada, K., & Nakanishi, T. (2013). Adaptation of the CEFR to remedial English language education in Japan. Language Learning in Higher Education, 2(1), 35–58. https://doi.org/10.1515/cercles-2012-0003
Nekvapil, J., & Sherman, T. (2015). An introduction: Language management theory in language policy and planning. International Journal of the Sociology of Language, 2015(232), 1–12. https://doi.org/10.1515/ijsl-2014-0039
Nguyen, V. H., & Hamid, M. O. (2020). The CEFR as a national language policy in Vietnam: Insights from a sociogenetic analysis. Journal of Multilingual and Multicultural Development, 0(0), 1–13. https://doi.org/10.1080/01434632.2020.1715416
Nor Liza Ali. (2013). A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia. Current Issues in Language Planning, 14(1), 73–92. https://doi.org/10.1080/14664208.2013.775543
Norsharina Mohd Yusof, & Mohamad Maslawati. (2020). Stakeholders’ perceptions and implications of classroom-based reading assessment: A literature review. Creative Education, 11(08), 1324–1335. https://doi.org/10.4236/ce.2020.118097
North, B. (2007). The CEFR: Development, Theoretical and Practical issues. Babylonia, 1, 22–29. https://doi.org/10.1074/jbc.M409962200
North, B., & Piccardo, E. (2016). Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR). Language Teaching, 49(3), 455–459. https://doi.org/10.1017/S0261444816000100
Nurul Farehah Mohd Uri, & Mohd Salehhuddin Abd Aziz. (2020). The appropriacy and applicability of English assessment against CEFR global scale: Teachers’ judgement. 3L: The Southeast Asian Journal of English Language Studies, 26(3), 53–65.
Nurul Farehah Mohd Uri, & Mohd Sallehhuddin Abd Aziz. (2018). Implementation of CEFR in Malaysia: Teachers’ awareness and the challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168–183. https://doi.org/10.17576/3L-2018-2403-13
Nurul Farehah Mohd Uri, & Mohd Sallehhudin Abd Aziz. (2020). Ascertaining the suitability of writing syllabus specifications to the CEFR: Subject matter experts’ perspectives. Issues in Language Studies, 9(1), 1–14. https://doi.org/10.33736/ils.2347.2020
Nurul Hidayah Razali, & Lilisuriani Abdul Latif. (2019). CEFR-based English speaking skill self-assessments by Malaysian graduating non-native English speaking students. Malaysian International Journal of Research in Teacher Education, 2, 82–93.
Pillai, S., & Ong, L. T. (2018). English(es) in Malaysia. Asian Englishes, 20(2), 147–157. https://doi.org/10.1080/13488678.2018.1459073
Ramiaida Darmi, Fariza Puteh-Behak, Hazlina Abdullah, Ramiza Darmi, & Wahiz Wahi. (2018). Variations of L1 use in the English language class. GEMA Online Journal of Language Studies, 18(2), 284–311. https://doi.org/10.17576/gema-2018-1802-19
Savski, K. (2020). Local problems and a global solution: Examining the recontextualization of CEFR in Thai and Malaysian language policies. Language Policy. https://doi.org/10.1007/s10993-019-09539-8
Savski, K., & Savaki, K. (2019). Putting the plurilingual/pluricultural back into CEFR: Reflecting on policy reform in Thailand and Malaysia. Journal of Asia TEFL, 16(2), 644–652. https://doi.org/10.18823/asiatefl.2019.16.2.13.644
The Roadmap. (2015). English language education reform in Malaysia: The roadmap 2015-2025 (Zuraidah Mohd Don (ed.)). Ministry of Education Malaysia.
Van Huy, N., & Hamid, M. O. (2015). Educational policy borrowing in a globalized world: A case study of Common European Framework of Reference for languages in a Vietnamese university. English Teaching: Practice & Critique, 14(1), 60–74. https://doi.org/10.1108/etpc-02-2015-0014
Weir, C. J. (2005a). Language testing and validation. In Language Testing and Validation. Palgrave Macmillan. https://doi.org/10.1057/9780230514577
Weir, C. J. (2005b). Limitations of the Common European Framework for developing comparable examinations and tests. Language Testing, 22(3), 281–300. https://doi.org/10.1191/0265532205lt309oa
Wind, S. A., Stager, C., & Patil, Y. J. (2017). Exploring the relationship between textual characteristics and rating quality in rater-mediated writing assessments: An illustration with L1 and L2 writing assessments. Assessing Writing, 34(April), 1–15. https://doi.org/10.1016/j.asw.2017.08.003
Zarina Mohd Ali, Fatimah Ali, Noor Raha Mohd Radzuan, Nik Aloesnita Nik Mohd Alwi, Noor Lide Abu Kassim, & Zuraidah Mohd Don. (2018). Contextualising the CEFR: The Universiti Malaysia Pahang English language proficiency writing test. ICERI2018 Proceedings, 1(April 2019), 4892–4902. https://doi.org/10.21125/iceri.2018.2114
Zou, S., & Zhang, W. (2017). Exploring the adaptability of the CEFR in the construction of a writing ability scale for test for English majors. Language Testing in Asia, 7(1). https://doi.org/10.1186/s40468-017-0050-3
Zuraidah Mohd Don, & Mardziah Hayati Abdullah. (2019, May 22). The reform of English language education in Malaysia. Free Malaysia Today, 1. https://www.freemalaysiatoday.com/category/opinion/2019/05/22/the-reform-of-english-language-education-in-malaysia/
Published
2021-06-01
How to Cite
ABU SUFI, Mohd Khairul; IDRUS, Faizah.
A Preliminary Study on Localising the CEFR Written Production Descriptor to Malaysian Higher Education Context.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 3, n. 2, p. 1-15, june 2021.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/13418>. Date accessed: 13 oct. 2024.
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