Sep 2026· Akofena revue scientifique des Sciences du Langage Lettres Langues & de la Communication· Vol 4· 0 citations· 8 references
Abstract
Abstract: This study investigates the universality of the Competency-Based Approach in English as a Foreign Language teaching and learning in Togo. It argues that no matter the worldwide acceptance of a teaching approach, it cannot be blindly applied to every language learning situation because of the socio-cultural differences that may exist between learners from various age groups and different communities. The analysis of the quantitative and classroom observation data collected from 18 secondary school teachers and 235 school students selected from five (5) schools in Lomé, the capital city of Togo, shows firstly that though the Competency-Based Approach plays a relevant role in promoting learners’ problem-solving capacity, the use of this single approach is limitative. Secondly, it demonstrates that the success of a particular teaching approach in a socio-cultural context does not guarantee the same success in another context. Consequently, an eclectic use of approaches on the basis of socio-cultural factors is preferable because of the complementarity that may exist between them.
Keywords: difference, universality, Competency-Based Approach, complementarity, socio-cultural background, educational level
Communicative Language Teaching (CLT), which centers on developing learners’ authentic communicative competence, has been widely adopted as a mainstream approach in foreign language education in China. This paper first reviews the theoretical origins and framework of CLT, then examines its pedagogical strengths in ligh...
Huan Hu· International Journal of Edu...· 0 citations
The diversity of learning readiness, interests, and learning styles of elementary school students requires teachers to implement learning that is no longer uniform, especially since the Independent Curriculum requires student-centered learning through a differentiated approach, while Indonesian language learning has te...
Desfita Muliadi, Sindi Winarsih, N. Hasanah et al.· International Journal of Edu...· 0 citations
The study aims to analyze the Task–Based Learning (TBL) methodology and determine the potential of this methodology in terms of developing students' skills in constructing hypotheses and critical thinking in the process of mastering a foreign language in high school. In the modern educational paradigm there is a shift...
L. Pavlova, Maria O. Antipina· LOGOΣFERA. Nizhny Novgorod h...· 0 citations
Communicative language teaching has been adopted as the official orientation of English language curricula across much of sub-Saharan Africa, yet the conditions that the approach presupposes are frequently absent from the classrooms in which it is mandated. Tanzania presents a demanding test of the approach. English be...
Stephen Syepwa Mwashihava· Asian Journal of Education a...· 0 citations
Language plays a pivotal role in shaping educational access, participation, and success, particularly in multilingual societies where the language of instruction often determines learners' opportunities for academic achievement and social mobility. In Nigeria, the National Policy on Education advocates the use of the m...
Gideon Odibah Moses, Aderinsola Helen Adeyemi, Valentina Ogu Moses· International Journal of Hum...· 0 citations
It was determined that the views of administrators and other teachers regarding gamification differ, and the results reveal that updating the program, improving the infrastructure, and raising awareness among stakeholders are necessary for the effective use of gamification's potential.
Meryem Çelebi· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
