The Common European Framework of Reference in the Teaching-Learning Process of Integrated English Practice

Resumen

Introduction: This research addressed the implementation of the Common European Framework of Reference for Languages (CEFR) didactic perspective in the Integrated English Language Practice (IEP) course within the Foreign Languages program at the University of Las Tunas, Cuba. The study stems from the contradiction between the curriculum's theoretical alignment with the CEFR and persistently traditional classroom practices, which limit the development of students' comprehensive communicative competence. Materials and methods: A mixed-methods approach was employed. At the theoretical level, historical-logical analysis was used to examine the evolution of CEFR implementation in three periods (2001–2010, 2010–2016, and 2016–present). At the empirical level, a two-year formative pedagogical experiment was conducted with 30 students and 7 professors, supplemented by participant observation, questionnaires, critical thinking workshops, and document analysis. Results: The diagnostic assessment revealed that, although teachers reported being familiar with the CEFR, their practices focused on repetition exercises and summative assessment, without designing authentic tasks or using rubrics aligned with the action-oriented approach. Based on these findings, a four-stage theoretical-practical methodology was designed and implemented: critical adoption, contextualized adaptation, practical application, and reflective validation. Post-experiment results showed a significant improvement in students' language proficiency (most reached level B2) and a transformation in teachers' conceptions and practices toward the systematic use of authentic tasks and formative assessment. Discussion: The results confirm that the effective implementation of the CEFR requires a process of critical and contextualized pedagogical reinterpretation, moving beyond uncritical technical adoption. This approach engages with Cuban pedagogical traditions and addresses the limitations identified in previous studies on the mechanical application of the framework. Conclusions: The proposed methodology proves viable and effective in harmonizing international standards with national pedagogical sovereignty, transforming language teaching into a more coherent, reflective, and culturally relevant process. Further study of ideological and resource barriers is recommended to ensure its long-term sustainability.