Embedding CEFR-Aligned Communication Competencies into Final Year Project Assessment: Insights from a Delphi Study with SME Experts in Malaysian TVET

Abstract

Technical and Vocational Education and Training (TVET) aims to prepare graduates with strong technical skills that meet industry needs. However, persistent weaknesses in communication—particularly academic writing and oral presentation—limit the employability of many graduates. This study validates the Cross-Curricular Instructional Model of English Writing and Speaking (C-IMEWS), which integrates Common European Framework of Reference for Languages (CEFR) B2 descriptors into Final Year Project (FYP) assessments. Using the Delphi method, three subject-matter experts (SMEs) with over 20 years of supervisory experience evaluated the feasibility, challenges, and implications of embedding CEFR B2 descriptors in FYP rubrics. Results reveal a strong consensus that writing and speaking should hold equal emphasis with technical skills and that integration is feasible with proper training and staged implementation. Themes emerging from expert feedback highlight weaknesses in clarity, grammar, and articulation, as well as the need for rubric redesign and supervisor training. While some concerns were raised about student workload, the overall findings validate C-IMEWS as a practical model to strengthen graduate communication and employability in Malaysian TVET.