This paper will first outline and discuss the revised version of the Common European
Framework of Reference Languages: Learning, teaching and assessment (CEFR) [ 2018]
together with the Frameworks of Reference for English Language Education in Thailand
Malaysia, Vietnam, Japan and China which are based on the CEFR. The indications are of
potentially several issues that need to be addressed, including the fact that the local versions
of CEFR were mainly based on the 2001 framework and not the 2018 which came later.
Other issues such as using the same proficiency scales as the basis for rating scale criteria
may lead to perceived equivalence but does not necessarily lead to greater comparability of
shared criteria. There are also indications from a number of studies that the perceived view
that CEFR as being mainly an assessment tool rather than about language competency may
result in a negative attitude from both teachers, students and stake-holders.
