Integrating CEFR, thematic contents, and intensive instruction in developing speaking materials for first-year English language teacher trainees

The study reported in this paper is expected to fill the knowledge and praxis gaps in three different yet interconnected aspects. Firstly, despite the adoption of the Common European Framework of Reference for Languages (CEFR) as proficiency standards by many language education institutions (including publishing companies) in Europe and the rest of the world (Ayala Zárate & Álvarez V. 2005), very little is known about the implementation of the CEFR in developing the English proficiency of initial English teacher education (IETE) trainees.