The focus of the recent English Language Education Reform in Malaysia: A Roadmap 2015-2025, is aligning the English language courses in Malaysia to the Common European Framework of References (CEFR). Thus, in relation to this the current study analyzed the English language curriculum in a public university in terms of its alignment to CEFR. The focus of the current paper was specifically on the teachers' insights on their students' English as a Second Language (ESL) reading comprehension performance. The participants of the study were 25 English language teachers in the public university. The study used both quantitative and qualitative tools in obtaining data, namely online survey and semi-structured interviews. Quantitative data was analyzed using descriptive analysis; meanwhile qualitative data was analyzed using thematic analysis. Data shows that teachers have mixed views on their students' ESL reading comprehension performance. The findings suggest that the alignment between the English language courses offered in the university to CEFR is crucial to ensure the success of the Roadmap Plan set by the government.

The English Language Education in Malaysia: An Agenda for Reform 2015-2025' is a blueprint initiated by The Ministry of Education (MOE), Malaysia, currently launched in 2016. The key pledge to this blueprint is the alignment of Malaysia's English Language Education System with the Common European Framework of Reference for Languages (CEFR). CEFR is a benchmark for an international standard that focuses on developing learners who are able to communicate and interact in any language, in this instance, English. The focal point of the Malaysian education reform is to adopt the CEFR levels as the guiding beacon or regulating framework for curriculum development, issues regarding learning materials and the measurement of learning outcomes. In keeping with this reform, the study aims to understand English language teachers' views on the English language proficiency courses in a local university, in Malaysia, based on CEFR scales. The study employs a quantitative approach, where surveys were distributed to twenty-five English language teachers. The data is then analysed quantitatively by frequency counts and percentage. Data shows there are variations in teachers' views towards English language proficiency courses, and this may not necessarily fit into the CEFR standards targeted for university learners. The result of this study acts as preliminary data for further research on the link between English language course content and CEFR standards, as well as expected English language proficiency of university learners. Through this study, it is hoped that future design of teaching and learning materials that contribute to 'proficient' learners at the end of university years, can be developed.

e-PRASMO is an online teaching supervision tool used for a teaching practicum subject (EAZ4214). It has been used for 3 different cohorts of teacher-students who have done their teaching practicum for eight weeks respectively. After undergoing two cycles of its usage, e-PRASMO was then enhanced to be in line with the current state of education which emphasises on the 21st century learning skills and the shifts in the national blueprints. In order to situate e-PRASMO in the theoretical body of knowledge, The 3P's Model for teaching and learning by Biggs espouses its embellishment. The 3Ps are Presage, Process and Product phases. Presage covers the characteristics of the learners; the Process is the online teaching practicum (e-PRASMO) that the students undergo while the Product refers to the learning experienced by the students. The learners are digital immigrants but they need to be relevant teachers for their digital native students from generation Z or even generation Alpha. The third cohort (30 students) utilised the technologically-enhanced e-PRASMO in the Process phase where all the notes and submission of work are done digitally. Then, in the Product phase, the learners found they have improved in terms of technological knowledge and skill. This study delves into the technological enhancement perceived by the 30 students. They answered the google form which contains items using likert scale and open-ended questions relating to 3 aspects (usability, flexibility and acceptance) of using e-PRASMO. The data were then tabulated, analysed and presented in percentage: the highest elements for usability, flexibility, and acceptance are the links (90.3%), access to information (100%), and increase in knowledge and skills (93.5%) respectively. On the whole, they reported very positively in their advancement of the technology introduced via e-PRASMO.