An Investigation of teachers' and pupils' perceptions of the competency-based approach
| dc.contributor.author | Mazouz, Djamal | |
| dc.contributor.author | Merrouche, Sarah | |
| dc.date.accessioned | 2018-03-14T11:26:05Z | |
| dc.date.available | 2018-03-14T11:26:05Z | |
| dc.date.issued | 2014 | |
| dc.description.abstract | This study contends that EFL is not adapted to the everyday needs of algerian learners at the level of secondary schools. As a matter of fact, walls seem to exist between the knowledge these learners get in the classroom and the investment of this knowledge in the real world society for which it is destined. The Competency-Based Approach, otherwise known as the outcome-based approach, can solve this problem via building a bridge between the classroom life and the real life. This work attempted to investigate algerian EFL teachers' and pupils' perceptions of the Competency-Based Approach. Two main hypotheses were formulated. The first hypothesis stated that agerian EFL teachers would show a consistent understanding of CBA, its principles and techniques. The second hypothesis said that pupils would display an understanding of the role they are required to play in the framework of CBA. In order to test these two hypotheses, two questionnaires were designed. The results gained from the teachers' questionnaire partially confirm the first hypothesis, in the sense that 69.33% of the teachers displayed a consistent understanding of CBA in what relates to theory while 41.02% of them appeared to be unaware of what constitutes CBA in practice. On the other hand, the results obtained from the pupils' questionnaire confirm the second hypothesis, that is, 61.67% of the pupils demonstrated an awareness of the role they are required to play within CBA. | ar |
| dc.identifier.uri | http://hdl.handle.net/123456789/2487 | |
| dc.language.iso | en | ar |
| dc.publisher | université Oum-El-Bouaghi | ar |
| dc.subject | Sociolinguistique : enseignement : langue (anglais) | ar |
| dc.title | An Investigation of teachers' and pupils' perceptions of the competency-based approach | ar |
| dc.type | Other | ar |