Journal of English Language Teaching and Applied Linguistics, 1(1), 32-44 32 Teachers’ Evaluation of The Suitability of Reading Syllabus Specifications to The CEFR Nurul Farehah Mohamad Uri 1* & Mohd Salehhuddin Abd Aziz 2 1 Universiti Kuala Lumpur British Malaysian Institute, Kuala Lumpur Malaysia 2 Universiti Kebangsaan Malaysia *Corresponding Author: Nurul Farehah Mohamad Uri, farehah@unikl.edu.my ABSTRACT The objectives of this study are to determine the suitability of reading syllabus specifications against CEFR reading scale and to find out if the CEFR levels of reading syllabus specifications suggested by teachers match the CEFR level set by Ministry of Education. 331 secondary school English teachers took part in this study through distribution of syllabus checklist. The teachers were required to determine if the current reading syllabus specifications are suitable and still relevant to be used against CEFR global scale. The teachers also recommended suitable CEFR levels for reading syllabus specifications. Data was analysed using Winstep since it measures suitability of an item. It was found that there are syllabus specifications which are still relevant and suitable to be used with CEFR global scale. Findings also reveal that reading syllabus specifications are aligned and matched the target CEFR level of B2 since CEFR level B1/B2 are the target level set by Ministry of Education for Form 5 English. Most of the reading skills syllabus specifications were placed at CEFR level B2 by the teachers. In conclusion, reading syllabus specifications which are found to be suitable and relevant to the CEFR should be retained so that these syllabus specifications could be used with the new CEFR aligned English syllabus. KEY WORDS: CEFR global scale; English syllabus; teachers’ judgement; CEFR level; suitability. INTRODUCTION The Common European Framework of Reference for Languages or CEFR was formulated in 2001 (Council of Europe, 2001) and designed to establish international standards for foreign language education to cater to the needs of language learners as well as academics and other professions related to assessment, teaching and learning of languages. CEFR is known as a multifunction framework and it functions well with these criteria: comprehensive, transparent and coherent. CEFR is not a test but a universal framework which functions more as a guide. It can be used in constructing, administering and measuring of a language test which is aligned to the framework. Besides the CEFR global scale which comprises of the four English skills in the same table, there are also individual scale for reading, listening, speaking and writing skills. Table 1 is the CEFR reading scale with the descriptors. Table 1: CEFR Reading Descriptors CEFR level Reading Descriptors C2 I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. C1 I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised