Abstract: This study investigated the utilization of the Common European Framework of Reference for Languages (CEFR) in the teaching of French in secondary schools in Uyo Municipality, Akwa Ibom State, Nigeria. A descriptive survey design underpinned by a mixed-method approach was adopted for the study. Through census sampling, all twenty-five (25) French teachers across eighteen (18) secondary schools were engaged as respondents. Structured questionnaires and a classroom observation checklist served as instruments for data collection, while descriptive statistics, ANOVA, and regression analysis were employed in data analysis. Results showed that CEFR utilization in French language teaching is moderate and still developing. Although teachers showed appreciable awareness of CEFR's general framework (mean = 3.08), their grasp of specific descriptors and official CEFR documents was notably weaker (means = 2.92 and 2.76 respectively). Competence in applying CEFR principles in actual classroom settings was similarly moderate (means = 2.84–2.96), pointing to a visible gap between theoretical knowledge and practice. CEFR-informed teaching was nevertheless found to positively affect students' proficiency, especially in speaking and listening (means = 3.04–3.12). Communicative and task-based strategies were moderately embraced (means = 3.00–3.16), though implementation was constrained by poor teacher training, scarce instructional materials, and weak policy backing (means = 3.08–3.20). Regression analysis confirmed that awareness and teaching strategies were significant predictors of CEFR utilization (R = 0.58; R² = 0.34), with experience-related differences also recorded. The study concludes that CEFR adoption remains shallow and unsystematic, urging stakeholders to invest in teacher development, resource provision, and coherent policy direction.
Keywords: Common European Framework of Reference for Languages (CEFR), French language teaching, communicative competence, secondary schools, teacher awareness, task-based learning, language proficiency, Uyo Municipality, Nigeria, instructional strategies.
Title: UTILIZATION OF THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES IN THE TEACHING OF FRENCH IN SECONDARY SCHOOLS IN UYO MUNICIPALITY, AKWA IBOM STATE, NIGERIA
Author: Virginie B. Ekwere, Ifiok Joseph Udo
International Journal of Novel Research in Education and Learning
ISSN 2394-9686
Vol. 13, Issue 3, May 2026 - June 2026
Page No: 4-13
Novelty Journals
Website: www.noveltyjournals.com
Published Date: 03-June-2026
