Gulf Education and Social Policy Review

Published date: Sep 04 2025

Journal Title: Gulf Education and Social Policy Review

Issue title: Gulf Education and Social Policy Review (GESPR): Volume 6, Issue 2

Pages: 130 - 145

DOI: 10.18502/gespr.v6i2.17685

Danielle Cummingsdaniellekcummings@live.comUniversity of Birmingham Dubai, Academic City, Dubai

Philip Andersonp.j.anderson@bham.ac.ukUniversity of Birmingham Dubai, Academic City, Dubai

When students learning English as an additional language face cognitive challenges, curriculum adjustments to reduce cognitive load can often improve their engagement and understanding. This action research study explores the impact of adjusting the Common European Framework of Reference for Languages (CEFR) level on student engagement within a United Arab Emirates (UAE) public school setting. It examines how refining the English curriculum content from B1 to A1 CEFR level affects the overall classroom environment and student engagement among Grade 9 General Stream students at the Emirates School Establishment in the UAE. Observational data, teacher journaling, formative assessments, and Exit Tickets were used to gauge student motivation and engagement. Results indicated that reducing the CEFR level increased student engagement, lowered classroom noise, and enhanced perceived lesson enjoyment. This suggests that aligning the curriculum level with students’ language proficiency fosters a conducive learning environment, supporting cognitive load theory principles. Furthermore, students’ collectivist learning preferences were found to influence engagement patterns. These findings highlight the value of setting achievable language standards that support students’ learning journey, fostering an environment where they are equipped to build confidence, engage actively, and progress steadily without unnecessary cognitive strain.

Keywords: CEFR (Common European Framework of Reference), Engagement, Motivation, Curriculum design, Language proficiency

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