the differences between language teaching methods, language learning

theories, and approaches to learning languages:

1. Language Teaching Methods:
o Definition: These are systematic approaches used by teachers to facilitate
language learning in the classroom.
o Focus: Methods guide how teachers deliver content, manage activities, and
interact with learners.
o Examples: The Direct Method, Audio-Lingual Method, Communicative Language
Teaching (CLT), etc.
2. Language Learning Theories:
o Definition: These theories explain how learners acquire language, both
consciously and unconsciously.
o Focus: The emphasis is on understanding the cognitive processes involved in
language learning.
o Examples: Behaviorism (stimulus-response associations), Cognitivism (mental
processes), and Constructivism (learner actively constructs knowledge).
3. Approaches to Learning Languages:
o Definition: These are broader frameworks that inform language education.
o Focus: Approaches consider cultural context, learner needs, and real-world
communication.
o Examples: Communicative Approach, Task-Based Approach, Content-
Based Instruction, etc.

In summary, methods guide teaching practices, theories explain learning

processes, and approaches provide a holistic perspective on language education.
😊
Language learning methods have emerged to facilitate teaching and provide a guideline for teachers
to adopt, develop and take advantage of in the classroom depending on various variables such as
goals and objectives of learners, age of learners, learning stye, the size of the classroom and the
period needed to finish the course. Language teaching methods have changed and developed
throughout time, some have emerged to fill the gaps a previous method have failed to fill and others
to contradict or support another method. English language teaching methods are different in the way
that each on of them focuses on a distinct goal and offers techniques on how to perfectly attain that
learning goal.

One of the first methods is the grammar translation method, it emerged in the late 19 th century and
continued to be used until mid 20 th century. This traditional method of teaching language focuses in
the form and prioritized written language to the spoken one, it was first used to teach greek and latin
but eventually was adopted to teach English. Concerning the target language and the mother tongue,
this method uses the later to teach the former, the mother tongue use extensively used in the
classroom for various reasons such as instruction, translation, explanation and so on. Vocabulary is
through memorization, the teacher would provide lists that include words and their mother tongue
equivalent for learners to memorize. Grammar is taught deductively, for nstance the teacher would
teach grammar rules as separate lessons that are not connected to a context, learners are required
to understand and memorize the rules as well as practice in activities such as (put the verb in the
correct form and fill the gaps). As for pronunciation, it is not granted much attention due to the fact
that communication isn’t the goal of the method. Moreover, concerning the four skills of teaching
language, reading and writing are prior to listening and speaking, learners are required to start
reading even before getiing properly accostemed to language. As for teachers role in this method, it
is the role of the controller, they are the center of attention and the source of knowledge and
material, learners are passive recipiants of knowledge and the only interaction allowed is teacher
student interaction which in itself in often iniciated by the teachers themselves. This method
received a lot of critisim due to its limitations that hinder the attatinment of appropriate learning of
language, limitations such as neglecting the speaking skill, extensive use of MT, deductive teaching f
vocabulary and grammar, requirement of teachers that speak the same MT as Ss and the making of
passive learner sthat will not be able to use English authentically.

As a result to the traditional method, the direct method emerged contradicting the former and
providing a novice understanding on language teaching. The direct method emerged in the late 19 th
century; key figures that are associated with this method are Charles Briltz and Maximilian Briltz. The
basis of this method are built around the idea that meaning should be conveyed directly without the
use of the mother tongue, in order to limit that as much as possible teachers use different
techniques, tools and materials. Unlike the traditional method with focuses on literary language
rather than the spoken one, the direct method emphasizes that knowing a language s being able to
speak it, therefore, it provides learners with a practically useful knowledge of language that can be
used for real life communication. Materials and realia are used to convey meaning and limit the use
of translation, examples of this could be the use of videos, pictures, objects, maps and do on.
concerning grammar and vocabulary, both are taught deductively, implicitly and naturally within the
lesson, vocabulary could be acquired through reading and role playing, grammar is understood
within the context of a conversation and pronunciation is learned through reading out loud and
speaking. Moreover, the teacher is the DM talks the role of the facilitator, they demonstrate and
facilitate knowledge; they interact with learners and encourage learner to learner interaction under
their direction/supervision. Concerning the syllabus, the DM uses the situational syllabus, it presents
language in the context of situations (in the mall, in the airport, ordering food, withdrawing money…
ect), this helps in producing learners that are capable of using language in real life situations. As any
method in the world of teaching language, the DM received criticism that highlighted its weaknesses
and limitations, for instance its focus on listening and speaking while neglecting reading and writing,
its demand for teachers that acquire native like fluency, its ineffectiveness if used in large classes and
its weakness to meet learner’s individual differences such as shy learners or unmotivated learners.

Furthermore, another language teaching method emerged during world war tow as a way to give
troops survival necessary language tools before sending them to war. This method is often referred
to as the army method; Robert Lado is one of the key figures associated with ALM. It was adopted as
a language teaching approach on the US during the 1960’s. the ALM also contradicts the GTM and
focuses on language as a communication tool prioritizing spoken language to the literary one. It uses
extensive repetition, different drills. It is worth motioning that the ALM takes its basis from the
behaviorist theory of language learning, it aims to create new language habits through continuous
repetition and imitation and uses positive reinforcement (praise) and punishment (no tolerance of
errors/mistakes) to build a language habit in learners. Concerning vocabulary and grammar, the
former is presented within dialogues and texts and the latter is taught implicitly within the context of
the lesson, thus, both are taught inductively. the ALM focuses on pronunciation, teachers do not
tolerate errors in this aspect, negative reinforcement is applied to train learners and enable them to
pronounce words correctly. As for the role of the teacher, they take the role of the orchestra leader,
directing and guiding the language behavior and providing a good model of imitation to learners. This
unlike the previously mentioned method, the ALM follows a linguistic or structure based approach to
teaching language. Some limitations are spotted in this method yielding criticisms such as lack od
creativity, limited ways to convey meaning and the neglect of the writing and reading skills.

Moreover, in 1963 Caleb Gattegno created the silent way, which is a method of teaching language
that focuses on the learner, building their autonomy, creativity and awareness, enabling students to
use language for self-expression to express their thoughts, perceptions and feelings. This method is
cognitive and constructive in nature, the former being its emphasis on fostering learners creativity
and personal thinking and the later being in the process of selecting what to teach besed on what
learners already know, preceding from where the knowledge gap is discovered. In this method, the
teacher is mostly a silent observer, silence helps in developing learners’ independence, it also helps
in observing learner behaviors and discovering learning difficulties, therefore, it can be deduced that
the teacher observes learners while they work on their language. Language is presented in
meaningful contexts, meanings that grammar and vocabulary are taught implicitly within these
contexts. As for mistakes and errors, they are viewed as a necessity in the process of learning, the
teacher rarely correct learners because they have to protecting their self esteem and build their
independence, hence, praise and criticism are not preformed resulting in a steady progress of
language learning. The silent way focuses on all the four skills, the sequence being learners reading
and writing to what they have already produced orally. This method was criticized for the fact that it
serves a specific type of learners that are motivated and excited to learned as well as the need for
the teacher to be highly skillful to apply such method which is time consuming and is not effective in
large classes.
Furthermore, in the 1970’s, Goergi Lavanzo developed suggestupedia, which is a language teaching
method that praises comfort and relaxation while learning. According to the founder of this method,
suggestupedia is a system of liberation from the preliminary negative concepts regarding the
difficulties in the process of learning. This method facilitates learning though establishing a relaxed,
comfortable, secure and cheerful environment to ensure the absence on negative feelings that
hinder the process of learning such as anxiety, fear of failure, shyness and lack of motivation. In order
to achieve the mentioned goal, teachers use certain techniques, for instance, the classroom has to be
decorated to send a positive atmosphere to learners, chairs should be comfortable and tables are not
a necessity, meaning is conveyed though the use of materials, videos, songs, pictures are extensively
used in this method as well as role playing, signing or performing enjoyable games and activities
within the context of language learning. Concerning grammar and vocabulary, they are taught
implicitly, grammar rules are not focused on or presented directly due to the frustration that they
may cause to learners, vocabulary is emphasized as the learner is introduced to a large number of
words continuously, repetitively and differently throughout the process of learning. As for
pronunciation, it is developed by reading out loud and listening to authentic use of language, In this
regard, errors are not corrected immediately as this act may hurt learners’ confidence which leads
teachers to use delayed correction that can be in different forms and not necessarily direct. In order
for the teacher to evaluate learners’ progress, they evaluate their performance in natural/ normal in
class sessions and not through formal testing or assessment. The teacher in this method is the
authority figure whose confidence and expertise can create a sense of security and a bond of trust
between he/she and learners. Naturally, suggestopedia received criticism that highlighted its
weaknesses in many aspects, for instance, the absence of testing which can cause confusion in
assuming learners progress, the need for a creative and motivated teacher, its negligence of
grammar and its ineffectiveness in large classes and different learning styles.

Similarly, in the 1970’s Charles Curran developed the community language teaching method which is
a humanistic method that is bases on the notion of councelling and emphasizes collaboration,
empathy and the emotional and psychological aspects of learning. It aims to help learners overcome
their negative feelings and turn them into positive energy that leads them to further develop their
learning. In CLT, meaning is conveyed through translation to the mother tongue at the initial stages
of learning, learners would express themselves using MT and the teacher would translate what they
said, this helps in familiarizing the language for novice learners. eventually learners will be capable of
using the TL which indicates that learning is a gradual process in this method, it moves from simple to
complex lessons, for instance, learners start learning simple words and phrases and gradually move
to more complex language. The teacher in this method is regarded as the conseller while students
are seen as clients, both work together in a collaborative environment and form a commynity in
which they establish healthy interaction and extchange of language and learning. The teacher is not
only a conseller, they are also the facilitator of learning, the observer of learning progress and the
translator (which is only in the early stages of learning). As for grammar and vocabulary, the former is
taught implicitly within a context, students will eventually notice a patter, related to each
grammatical use and naturally pick it up and start using it while the later is taught based on
immediate needs and repetition, that is to say that when learners ask about a certain word, teachers
would provide it, words are repeated through lessons which seals their learning and make them
more memorable, learners are recorded to listen to their recording and remember words that they
used, this can also make them self aware about their mistakes concerning pronunciation and help
them self improve. Errors are corrected in a gentle none-threatening meaner which aligns with the
basis of this method. CLT was criticized for its focus for fluency rather than accuracy, its extensive use
of translation and its emphasis on students feelings which can be time consuming and not practical in
large classrooms.

Furthermore, another teaching method emerged in the 1960’s by James Asher. This method focuses
on bodily movements to teach language. James noticed that adults’ language acquisition is similar to
that of children, meaning that they start the learning process by listening, responding to commands
then producing language, hence, in TPR learners listen and respond to the spoken language
commands by teachers. This method aims to make the learning process enjoyable and reduce stress
levels by incorporating physical movement as well as mimicking the way children learn to yield better
leering outcomes. In the initiate levels of learning, learners spend most of the time listening to
commands and responding through physical movements, in ten to twenty hours of instruction,
learners will be ready to start producing language. Moreover, the teacher in this method takes the
role of the director, directing learners and commanding them throughout the lesson. TPR is based on
the coordination of speech to action; meaning is conveyed through actions, so students learn by
moving their bodies. TPR is a naturalistic method, which means that the presented knowledge is
always one level harder/higher then learners current level (i+1), this is an efficient technique to
ensure constant progress in the learning process. Concerning grammar and vocabulary, both are
taught implicitly within the context of lessons, learners learn vocabulary through responding to
teachers commands which include verbal repetition. Similarly, grammar is also picked through
mimicking teachers and responding to their commands. As for pronunciation, it is also picked
through mimicry and repetition. Similarly to previously mentioned methods, TPR received criticism
for its weaknesses being that it can be used only for beginners and not advanced learners,
challenging for shy students, time consuming, passive students that are not allowed to express
themselves and only respond to what teachers command, and lastly, its inability to convey abstract
notions (peace, freedom, frustration…)

In mid 60’s and early 70’s, another teaching method emerged as a response to the limitations of
methods like GTM and ALM, this method is called communicative language teaching and it was
developed depending on the work of several scholars like Del Hyems and Noam Chomskey. CLT
focuses on the practical, useful and authentic use of language; it aims to produce learners that are
capable of fluently speaking the TL to communicate daily. This method prioritizes the spoken
language to the written one as well as fluency over accuracy. Moreover, CLT is a learner senterd
method in which the attention id solely directed to the learner with the teacher being the facilitator
of the learning process. Learners engage in communicative activities like role playing, discussion and
problem solving tasks to ensure that they pick an authentic useful language. Grammar and
vocabulary are learned depending on the context of communication while pronunciation is picked
through the extensive speaking the learner has to do. errors in this method are tolerated and
accepted as a necessary step to reach the learning objective. The limitations of this method are: not
suitable for all levels, other forms of language are neglected, lack of focus on accuracy since errors
are tolerated and the goal is communication, requires a highly skilled teacher to maintain the
dynamic of the classroom and keep the pace of learning going, if implemented correctly it requires
materials and resources that may not be available in all educational settings.
According to Scrivener (2004), a teacher's move from a mere explainer, through an involver, and on towards an enabler is
a move towards optimal efficiency in teaching.

In order to reach maximum effectiveness in teaching, teacher roles have evolved significantly
throughout time. Conventionally, a teacher is known as an authoritarian figure that controls and leads
the process of attaining knowledge. However, due to the ever-changing nature of education, society
and the technological advancements, such role became insufficient. As a result, the field of education
is witnessing a shift from teacher centered classrooms that promote teachers that are controllers and
explainers to learner centered classrooms that advocate for teachers as involvers and enablers, making
teaching a more fruitful, practical and creative experience that yields greater results.

According to Scrivener (2004) the evolution of teacher roles encompasses three main roles,
which are that of the explainer, involver and lastly an enabler. In traditional teaching, a teacher
centered approach is followed putting the teacher in the role of the explainer that transmits knowledge
to learners that pose as passive recipients of that knowledge. An explainer is the only active entity in
the classroom, he/she leads, controls and monitors the process of learning allowing little to no teacher
student engagement or learners engagement. An explainer is characterized by strictly following a
teaching method that aligns with his/her role such as the grammar translation method or the audio
lingual method. Although this discipline ensures the attainment of specific pre selected learning
objectives, it is greatly dependant on how well the teacher is familiar of the method/approach they are
applying, which means that if an explainer is presenting knowledge without a plan or an understanding
of the basis of this teaching role, it is safe to assume that not much learning is happening in the
classroom, such challenge can be avoided by the correct integration of activities that align with the
role under discussion.

Furthermore, scrivener classification of teacher roles includes the role of the teacher as an
involver. Unlike an explainer, an involver teacher follows a learner centered approach in which most
of the attention is directed towards students and their needs, giving them more opportunities to express
themselves, more time to interact with one another and more encouragement to discover themselves.
An involver is a teacher who fosters a dynamic classroom environment in which learners are not mere
recipients in the process of presenting knowledge but rather an active part of that process. Moreover,
taking the role of the involver requires the teacher to possess a respectful amount of knowledge
concerning teaching approaches, methodologies and learner behavior. Hence, an involver needs to put
effort into lesson planning and be in constant touch with what research offers regarding the issue of
learner behavior. An involver can be found in several teaching methods, for instance, the teacher in the
direct method actively involves students in dialogues and discussions ensuring their participation in
the learning process. Similarly, in communicative language teaching the teacher involves students in
activities like role plying and problem solving tasks to help them practice authentic language use.

The last role in scrivener classification is that of the enabler, a teacher who takes the role of the
enabler gives a large amount of importance to students’ feelings and development beyond language
learning. An enabler is different than an involver in terms of the extent of allowing learner autonomy
and granting them responsibility over their learning, while an involver allows autonomy, he/she is still
limiting it by guiding interactions and controlling of the pace of learning, an enabler prioritizes
autonomy and involves only out of pure necessity. The teacher in this case helps only if asked and
his/her help is rather an indirect push or lead to the answer rather than providing the answer itself.
 An explainer gives importance to teaching problem solving skills, developing learners’ confidence
and building their critical skills; it is a role than transcends teaching knowledge and aims to teach
skills that are useful in the long term of learners’ life. An example of teaching methods that align with
the role of the enabler are community language teaching and the silent way, both allow students to
discover who they are as learners, teaches them how to learn and how to be responsible over one’s
learning process. Although the role of the enabler is wildly spreading among teacher and gaining
popularity for its benefits and practicality, it remains a challenge for teachers to adequately play this
role, an enabler needs to be deeply familiar with learning theories and teaching methodologies, he/she
also needs to be familiar with psychology and learner behavior as well as being creative and motivated
to be able to maintain a successful class with minimum involvement.

In conclusion, the transition of teacher roles from mere explainers to enablers is imperative for
achieving optimal efficiency in teaching. In contemporary education, learners require environments
that align with their lifestyles and are less controlling. These learner-centered settings facilitate the
development of skills beyond language proficiency, including problem-solving, critical thinking, and
self-development.
Could ICTs substitute for the roles of the teacher in the EFL classroom? Argue.

In today’s ever-evolving landscape of education, information and communication technology

(ICT) has emerged to enhance, support and optimize the delivery of information. The integration of
ICT’s in teaching and learning has revolutionized education and opened doors to numerous
possibilities that can ameliorate the learning experience and create modern classroom environments
that align with the needs of modern learners. Therefore, the use of ICT’s in EFL classrooms is
becoming a necessity for both learners and teachers. The extent to which technology has advanced;
hence ICT’s resulted in the birth of the debate concerning whether ICT’s could be a replacement for
the role of teachers in an EFL classroom. Considering the myriad benefits that are offered by ICT’s in
terms of making learning quicker, customized and accessible, it can be assumed that ICT’s could
replace teachers in some of their roles, however, the roles of a teacher in an EFL classroom cover
various aspects beyond teaching language, which in some cases cannot be attained by the use of
technology alone.

EFL classrooms have always been led by teachers, either directly or indirectly, however, due to
the excessive evolvement of technology and the emergence of several artificial intelligence (AI) tools,
a teacher free learning environment is becoming a possibility. ICT’s could be an alternative for the
roles of teachers due to its undeniable advantages such as easy and quick accessibility to various
resources which makes learning easier for all kinds of learners. For instance learners from remote
areas or those with financial difficulties could have access to resources without the need to pay or
visit a certain library. In addition to that, with the use of AI, knowledge is not only accessible but also
customized to the need of every learner, it also offers immediate personalized and feedback for
learners. Consequently, learning without an actual teacher is attainable; however, it is necessary to
note that ICT’s could be a substitute for some of the roles of the teacher, but not all of them. For
instance learners could watch pre-recorded lectures, take notes and write down questions. They can
also do activities about the language such as grammar activities or writing activities and modern ICT’s
will provide immediate feedback. While ICT’s could replace teachers in some of their roles, it can be
argued that learning without a teacher is possible only for a unique type of learners that have natural
high sense of autonomy and responsibility over their learning and is not an attainable task for the
average learner.

The roles of an EFL teacher encompass presenting knowledge, explaining rules or assessing
levels, a modern EFL teacher is responsible for ensuring holistic growth of learners, a task that ICT’s
fail to accomplish. While the services provided by technology are undeniably beneficial for teaching
and learning, maintaining a teacher free EFL classroom and relying solely on ICT’s is not possible for
several reasons. For instance, learning a language requires actual human to human interaction, ICT’s
could provide conversations and dialogues but it cannot implement the authentic use of language or
replicate the engagement that EFL learners need. Moreover; Teacher roles include establishing a
rapport with learners, by which he/she can motivate, encourage, observe and support learners. Teacher
student interaction whether it is direct or indirect, is crucial to establish a successful learning
environment. As mentioned earlier, a teacher’s job goes beyond the process of presenting knowledge,
while ICT’s could be a substitute for teachers in this aspect through watching pre-recorded lectures or
reading online material, it still cannot replicate all the roles of an EFL teacher. For instance, teachers
nowadays are responsible for teaching 21 st century skills such as critical thinking, collaborative
learning, autonomous learning, communication and creativity, which are all the basis of several
language teaching methods like the silent way, communicative language teaching and community
language teaching. Additionally, even though AI made it possible for ICT’s to create a personalized
learning experience where learners’ progress can be monitored and assessed, the tool is still controlled
by learners themselves which decreases the credibility of that assessment. On the other hand, teachers
can continuously observe learners to detect their learning difficulties, learning style and help them
overcome those difficulties in a way that aligns with their strengths, which is a role that ICT’s could
not maintain. It is worth mentioning that the roles of an EFL teacher need the services of ICT’s to
make the learning expedience more practical, modern and sufficient. Similarly, the use of ICT’s yields
better results if it is under the instruction and supervision of teachers.

Furthermore, considering the fact that ICT’s are of great necessity in an EFL classroom and their use
is better when led by a teacher, a blended approach leveraging the strengths of both could be a better
option to ameliorate the learning experience and ease the role of the teacher. for instance, teaching
English to speakers of foreign language could be hard in terms of cultural differences and lack of
touch with native speakers, teachers could use ICT’s to make learners familiar with the culture of the
target language, hence making learning more authentic. Moreover, AI tools could assist teachers in
several parts of their job such as lesson planning, assessment, and quick access to any material needed
for learning. Concerning the use of AI to help teachers, it is worth noting that if the instruction
provided is not precise and if the teacher lacks critical and analytical thinking to filter the data
provided by AI, it could mislead and corrupt learning rather than benefits it. However this challenge
can be solved by attending teacher training programs and focusing of teacher development to ensure
better and more successful implementation of ICT’s in EFL classrooms.

In conclusion, ICT’s offer significant benefits for education, it provides continuous accessibility
and constant feedback for learners. However, it still cannot replace teachers, as the human element in
an EFL classroom remains of vital importance. ICT’s cannot replicate teachers’ critical thinking,
empathy, cultural understanding and emotional intelligence. Hence, the most effective approach is to
combine both technology and its advanced services with teachers and their innate skills to create an
effective learning environment that satisfies the needs of 21st century learner.
One of the major concerns of teachers of English as a foreign language in higher education is to
foster learners' critical thinking. Discuss.

In today’s modern world, mere linguistic proficiency is insufficient to navigate the complexities
and challenges of pursuing a higher education degree. Consequently, 21st-century skills, such as
critical thinking, are among the fundamental abilities students must acquire. The transition from
secondary to higher education brings significant changes in teaching methods and learner
responsibilities, often leaving students without the critical thinking skills necessary for success.
Therefore, EFL teachers in universities play a crucial role in developing these skills, enabling students
to become analytical, reflective, and autonomous individuals who can communicate effectively and
participate in the workforce.

Critical thinking is the process of evaluating information, drawing inferences, and arriving at
conclusions based on evidence. It involves systematically analyzing and synthesizing information,
questioning assumptions, identifying biases, considering alternative perspectives, filtering information,
and making reasoned judgments. The responsibility of fostering these qualities in students falls to
higher education EFL teachers. This need arises from several factors, including the shift from rote
learning in secondary schools to reflective and critical learning in higher education, which often
results in novice students struggling in their academic journey. Although the competency-based
approach is adopted in Algerian secondary schools, focusing on learner development, traditional
teaching methods still prevail. Moreover, global academic and professional demands necessitate the
teaching of critical thinking skills in higher education. Universities and employers expect graduates to
possess not only technical knowledge and language proficiency but also the ability to solve problems
independently, engage in reflective discussions, and use language effectively.

Furthermore, EFL teachers' concern for cultivating students’ critical thinking skills is tied to
their importance in language learning. EFL students must not only be linguistically competent but also
communicatively competent, requiring them to listen actively, reflect analytically, and respond
appropriately. Many language learning skills stem from critical thinking. For instance, when students
learn to reflect, research, listen, analyze, synthesize, and form reasoned judgments, they also develop
cultural awareness and learner autonomy—both of which are essential for communicative competence.
In this regard, students gain not only language skills but also a set of abilities crucial to their
educational experience and future professional careers.

Additionally, fostering critical thinking skills is a key responsibility of EFL teachers in higher
education. They must train independent learners who can interact and engage effectively. To achieve
this goal, teachers should implement strategies that encourage critical thinking. For example,
establishing a supportive learning environment is vital for ensuring student participation without fear
of making mistakes. Once such an environment is in place, activities like debates and discussions
become less intimidating, allowing students to reflect, present their opinions, and defend them with
evidence. Moreover, incorporating problem-based learning can further enhance students' critical
thinking skills by introducing them to authentic problem-solving activities. Writing, a fundamental
part of language learning, should also be promoted through reflective assignments, such as essays on
controversial topics, to help students develop their critical thinking abilities.

In conclusion, higher education demands skills beyond raw knowledge and language
proficiency. This transition can be challenging for novice EFL learners, making it essential for EFL
teachers to foster students’ critical thinking skills. These skills are necessary for both educational and
professional success, and can be developed through activities that help students analyze arguments,
evaluate evidence, and construct well-reasoned academic work.

The competency based approach does not focus only on knowledge transfer, but on the
development of learner competencies, discuss!

The competency based approach

The process of teaching and learning has witnessed a transition in its nature, techniques
and goals. Earlier, success was measured by learners’ ability to recall knowledge through
memorization; however, effective learning involves moving beyond memorization to the
ability to use knowledge in new differing contexts through the acquisition long lasting
competencies. The competency based approach (CBA) is known for its shift towards
developing competent learners rather than passive rehearses, it views students as
individuals that move on various learning paces and has a balance roles between
teachers and learners.

CBA stems from the notions of the behaviorists school of thought, it emerged in the
united states around the 1970’s as a language learning program for immigrants and was later
adapted as a teaching approach in schools, colleges and vocational training programs due to
its effectiveness. This approach focuses on the development and demonstration of specific
competencies, which are a combination of knowledge, skills, attitudes and behaviors that
students follow to acquire a specific goal. In this regard, competencies are broken down to
core competencies and specialized competencies. The former represent skills and behaviors
that are broadly applicable in various contexts such as problem solving skills, communication
skills, critical thinking skills and team work. The later involve particular knowledge that is
needed for academic and professional contexts; namely, technical knowledge of school
subjects. Unlike traditional approaches where progress is bound to retrieving information at a
decided time range, CBA focuses on the demonstration of mastery of competencies; Success
is measured by students’ ability to achieve each competency, regardless of how long it takes.
This ensures that learners truly master each competency before moving on to the next level,
rather than being pushed through a course based on time.

Moreover, competency based education (CBE) directs its focus on the process rather
than the outcome, the mastery of competencies at students’ individual pace is prioritized and
held more important than the amount of coursework or time spent in class. In this respect
Sturgis and Patric (2010) state that the CBA is the transformation of educational systems from
a time based system to a learning based system. In other words, unlike traditional approaches
where students’ success is measured by their ability to upgrade to the next level within a
particular time frame regardless of their actual mastery of knowledge and skills, CBA allows
students’ to develop their competencies at their own individual pace. Thereby, it is safe to
deduce that the CBA measures learning rather than time.

While it is true that this approach prioritizes process rather than outcome, using it
increases academic achievement and yields better learning outcomes compared to those of
traditional approaches. Consequently, it has been adopted by many countries as an official
teaching approach. Moreover, its flexible nature makes it both time and cost efficient. since its
syllabus is tailored and personalized to students' needs, and since their progress is not bond to
a specific time frame, students can move on to higher steps as soon as they demonstrate
competency potentially reducing the time and cost of education. In this regard, it is crucial to
note that this later might be a challenge for slow learners who take long time to demonstrate
mastery of competencies, this is the era where the teacher steps in, assesses students’
weakness and what might be causing it, assesses their strengths and learning style and create a
solution that solves such a challenge.

Furthermore, The roles of teachers and students in CBE differ significantly from those
in traditional teaching approaches, as it is more skewed toward learner-centeredness. First,
CBE teachers take the role of facilitators; they guide, support, and mentor students instead of
only delivering knowledge. They give students enough space and time to acquire
competencies, yet they step in when needed for instruction, advice, or assessment. This latter
is formative and ongoing, based on performance, as the teacher is responsible for assessing
whether students have mastered the required competencies. Their roles also involve providing
continuous feedback, ensuring learner development in areas like critical thinking skills and
autonomous learning. Second, learner roles in CBE include taking charge of their learning
process, managing their time, setting their learning goals, reflecting on their progress,
monitoring their learning process, collaborating with classmates, and using critical thinking
skills in their learning.

In conclusion, the Competency-Based Approach (CBA) represents a significant shift in

the educational landscape, moving away from traditional, time-bound models of teaching and
learning toward a more personalized, learner-centered framework. By emphasizing the
mastery of competencies at an individual pace, CBA ensures that students acquire lasting
skills and knowledge applicable across various contexts. This approach not only enhances
academic achievement but also aligns with the needs of the modern workforce, making
education more relevant and effective. While it presents challenges, particularly for slower
learners, the CBA’s focus on continuous assessment, personalized instruction, and the active
roles of both teachers and learners offers a more dynamic and flexible pathway to success.
Ultimately, CBA fosters a deeper, more meaningful learning experience that equips students
with the competencies they need to thrive in an ever-changing world.