Malaysian ESL Teachers’ Instructional Planning in CEFR-Aligned Classroom Based Assessment

The integration of formative assessment into Malaysian ESL classrooms through the CEFR-aligned Classroom Based Assessment (CBA) initiative marks a significant shift from traditional exam-centric paradigms. This qualitative case study explores how Malaysian secondary school ESL teachers plan instructional activities within this reform climate. Drawing on semi-structured interviews and document analysis involving six ESL teachers from three public secondary schools in Penang, the study employs thematic analysis to elucidate core patterns in instructional planning. Three predominant themes emerged: establishing assessment objectives aligned with curriculum standards, organizing instructional methods and content through lesson planning, and designing contextually appropriate assessment tasks. While most teachers adhered to the Standard Based English Language Curriculum (SBELC) and the Scheme of Work (SOW), inconsistencies were noted in the depth of CEFR integration. While teachers demonstrated adaptive and learner-centered practices; some retain standardized, exam-oriented assessment modes. These discrepancies highlight a policy-practice gap, often attributed to limited assessment literacy and insufficient professional development. The findings highlight the imperative for sustained, targeted teacher training and the institutionalization of collaborative support systems such as Professional Learning Communities to facilitate effective instructional planning. This study sheds light on classroom-level ESL policy implementation, guiding future teacher support and policy improvements.