Global competency-based appproach in teaching B2 english communicative skills
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Date
2024
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Publisher
University of Oum El Bouaghi
Abstract
Due to the increasing interconnectedness of the world, driven by globalization, technological advancements, and cross-cultural interactions, learners need to develop their global competencies in order to navigate and thrive in a globalized society. Therefore, it is incumbent upon textbook makers to promote a global approach in their curricula. The present study aims to evaluate two textbooks, namely New Headway and New Interchange, used by teachers in intensive foreign language courses at Oum El Bouaghi University for intermediate-level students, to assess their alignment with the principles of a global competency-based approach. Another objective is to determine whether both textbooks enhance learners' communicative skills. Additionally, this research seeks to ascertain the extent to which both textbooks adhere to a global approach and to identify which textbook better integrates global competency-based principles. To conduct this research, a mixed-method approach is employed, with a macro-evaluation using an adapted checklist based on PISA 2018 to collect and analyze both qualitative and quantitative data. The findings of this study indicate that both textbooks are interdisciplinary, cover global topics, and promote communication skills. However, 'New Headway' covers more global topics but lacks cultural sensitivity and collaborative problem-solving activities, while 'New Interchange' has limited integration of cultural sensitivity. Furthermore, both textbooks incorporate technology for information access but not for global and intercultural collaborations. Based on these results, it is recommended that trainers consider using the New Headway textbook to improve learners' global competencies. In light ofthese findings, several recommendations are proposed to enhance the integration of a global competency-based approach into English language teaching.