Proceedings of the World Conference on Teaching, Learning, and Education,
Year: 2024
DOI:
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Exploring the Challenges in Implementing a Competency-Based Approach in Teaching EFL in Mali A Case Study of 10th Grade
Magassouba Lancine
ABSTRACT:
The Malian high school has implemented the Competency-based Approach for over a decade, highlighting a disparity between theoretical progress and practical challenges in teaching English as a Foreign Language. This study investigates the challenges faced by teachers in implementing CBA for 10th-grade students. Using a case study design, the research assesses current student performance, explores teacher awareness of CBA, identifies implementation challenges, and evaluates the effectiveness of a researcher-designed CBA lesson. The study involves 212 respondents, including 120 students, 87 teachers, and 5 regional pedagogical inspectors from two public high schools. Employing both quantitative and qualitative methods, data were collected via questionnaires, tests, and interviews, and analyzed using SPSS 25. Quantitative data were summarized using percentages and frequencies, while qualitative data from interviews were thematically analyzed to complement the quantitative findings. Key findings reveal moderate student performance with significant deficiencies in understanding, application, and analysis. A researcher-designed CBA lesson notably enhances performance across all domains. However, a lack of proper CBA training for teachers impedes effective teaching and assessment. Challenges include limited teaching time, large class sizes, shortage of CBA materials, and an examination-oriented syllabus that prioritizes curriculum completion over competency demonstration. Practical issues are further exacerbated by language barriers, time constraints, and limited teacher collaboration. The study recommends immediate and regular in-service training for teachers by the Ministry of Education, focusing on subject-specific CBA strategies. Enhancing resource allocation for textbooks and materials, increasing teaching time, addressing infrastructure issues, and fostering teacher collaboration are also advised to improve CBA implementation in EFL education in Mali.
keywords: challenges, competency, competency-based approach, EFL