University Teachers’ Awareness, Perceptions, and Classroom Implementation of the Common European Framework of Reference (CEFR) in Pakistan

Abstract

The Common European Framework of Reference for Languages (CEFR) has become a worldwide standard for measuring language ability and planning language learning. International adoption is gaining momentum, but it is not yet explored and is inconsistent in Pakistani HEIs. This review article explores the extent of awareness of CEFR among the university-level English language teachers in Pakistan and the extent to which this CEFR is being implemented in their pedagogical practices. This article is based on a synthesis of empirical studies published from 2018 to 2025 and original data from a survey of 120 university teachers from five major cities of Pakistan, using descriptive statistics, Pearson correlation analysis, one-way ANOVA and multiple linear regression to examine key relationships. Results reveal a moderate awareness (M = 3.21, SD = 0.78) compared with a low level of practical implementation (M = 2.70, SD = 0.88). CEFR awareness, teaching experience, professional development, and institutional support were found as important factors predicting implementation (R² = .61). The study highlights the importance of specific teacher professional development programmes, policy support, and institutional involvement in the meaningful use of CEFR in the university curriculum in Pakistan.