Evaluating EFL Teachers’ Familiarity with the Concepts and Practices of Competency-Based Approach The Case of Middle School Teachers at Bouhelas Messaoud and Zidane Salah Middle Schools/Jijel

Abstract

This work has attempted to evaluate middle school teachers’ familiarity with competency-based approach concepts and practice. It is aimed at evaluating middle school teachers’ knowledge about the theoretical tenets of competencybased approach as well as their abilities to implement them in their classes. In order to achieve this, two data collecting tools, namely, the questionnaire and classroom observation were used, and a sample of study was selected which is fourteen middle school teachers to answer the questionnaire and four middle school teachers to be observed during eight teaching sessions. Accordingly, the questionnaire was implemented to evaluate teachers’ familiarity with the fundamental concepts of competency-based approach. As for classroom observation, it was applied in order to investigate whether teachers are really applying these concepts in their classes. The findings show that the teachers are familiar with the theoretical knowledge about competency-based approach; in opposition, they were found incapable of applying most of its concepts such as integration situation, family of situations, learning situation, complex situation, resources, competency, and project work