Investigating the applicability of the CEFR for self-assessment in tertiary writing instruction in China

This project substantiated the importance of eliciting learner voices and contextualising the CEFR in local contexts.

The project investigated the accessibility, feasibility, effectiveness and usefulness of the Common European Framework of Reference (CEFR) and its companion European Language Portfolio (ELP) descriptors for tertiary English for Academic Purposes (EAP) writing instruction in China and explored how they could be used to bridge teaching, learning and assessment. The project revealed why and how bilingual versions with reduced technical words were developed, the compatibility of teacher and self-assessment using modified ELP descriptors and perceived value of using them for teaching and learning. The project substantiated the importance of eliciting learner voices and contextualising the CEFR in local contexts. It provides important implications for utilising a local CEFR for teaching and learning.

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