Impact of Competency-based Approach on Writing Skill and Motivation of Pre-service EFL Teachers

Subject Areas : All areas of language and translation

Afshin Moradi Koochi ¹ (English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
Fariba Rahimi Esfahani ² (Department of English, Shahrekord branch, Islamic Azad University, Shahrekord, Iran)
Sajad Shafiee ³ (Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)

Received: 2023-05-05 Accepted : 2023-06-06 Published : 2024-04-25

Keywords: Competency-based Approach, Motivation, Writing Skill,

Abstract :

The present study was an attempt to examine the effects of the competency-based approach on writing skill and motivation of pre-service EFL teachers. To this end, 80 Iranian intermediate-level pre-service teachers studying at Farhangian University were selected through an Oxford Quick Placement Test (OQPT) and were assigned to an experimental group (n = 20) and a control group (n = 40). The sample included both male and female participants, aged from 18 to 21. Both groups were then given a writing pretest, and then the experimental group was taught based on the competency-based approach, whereas the control group experienced the conventional method of writing instruction. The tasks developed for improving the writing skill of the participants in the experimental group all mimicked the real-world activities such as working on job application forms, different parts of an article, a resume, a biography, and so forth. Subsequently, a writing posttest was conducted to measure the achievement of the participants in both groups. After the treatment, a 6-item questionnaire developed by Farrah (2012) based on a 5-point Likert scale was used to measure the motivation of the participants. The findings of a one-way ANCOVA revealed that the experimental group significantly outperformed the control group (p < .05) on the posttest of writing. In addition, the results obtained by administering the motivation questionnaire showed that Iranian pre-service teachers exposed to the competency-based approach enjoyed significantly higher levels of motivation vis-à-vis their counterparts in the control group.

References:

Alsamdani, H. A. (2010). The relationship between Saudi EFL students’ writing competence, L1 writing proficiency, and self-regulation. European Journal of Social Sciences, 16, 53-63.
Berman, R. & Cheng, L. (2010). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics, 4(1-2), 25-40.
Brown, H. D. (2000). Principles of language learning and teaching. (4th ed.). New York: Addison Wesley Longman.
Cassany, A. (1999). Techniques in teaching writing. New York: Oxford University Press.
Chang, C. (2007). Evaluating the effects of competency-based web learning on self-directed learning aptitudes. Journal of Computers in Mathematics and Science Teaching, 26 (3), 197-216.
Colley, A., DeGani, R., & Stead, C. (2010). Mobile blogs in language learning: Making the most of informal and situated learning opportunities. ReCALL, 21(1), 96-112.
Colman, P. (1991). Learner pathways: An historical overview. Interchange, 19, 5-9.
Docking, R (1994) Competency-based curricula-the big picture, Prospect 9(2), 8-17.
Farrah, M. (2012). Reflective journal writing as an effective technique in the writing process. An-Najah University J. Res. (Humanities), 26(40), 997-1024.
Garcia, B. (2003). Second language writing: Research insights for the classroom. Cambridge: Cambridge University Press.
Harmer, J. (2004). How to teach writing. Harlow: Longman.
Huitt, W. (2001). Motivation to learn: An overview. http://chiron.valdosta.edu/ whuitt/ col/motivation/motivate.html
Liu, M. (2007). Chinese students motivation to learn English at the tertiary level. Asian EFL Journal, 9(1), 126 – 146.
Jang, S. & Kim, N. (2004). Transition from high school to higher education and work in Korea, from the competency-based education perspective. International Journal of Educational Development, 24(6), 691-703.
Jones, C. D., Reutzel, D. R., & Fargo, J. D. (2010). Comparing two methods of writing instruction: Effects on kindergarten students' reading skills. The Journal of Educational Research, 103(5), 327-341.
Kagan, S., & High, J. (2002). Kagan structures for English language learners. San Clemente, CA: Kagan Publishing.
Klein, G. (1985). Reading into racism bias in children´s literature and learning materials. London Boston: Routledge & Kegan Paul.
Lucas. R. I. (2010). A Study on intrinsic motivation factors in second language learning among selected freshman students. The Philippine ESL Journal, 4, 6-23.
Mostefaoui, N. (2019). Teaching writing through the competency-based approach: The case of 3rd year pupils’ scientific stream at Rabia Fatima Secondary School (unpublished doctoral dissertation). Abou-Bekr Belkaid University, Tlemcen.
Nunan, D. (1987). The teacher as curriculum developer. Sydney: NCELTR.
Nunan, D. (1999). Second language teaching & learning. Boston, MA: Heinle & Heinle.
Pincas, W. (1992). Critical thinking: How to prepare students for a rapidly changing world. CA: Foundation for Critical Thinking.
Pourhosein Gilakjani, A., Leong, L. M., & Saburi, N. B. (2012). Study on the role of motivation in foreign language learning and teaching. Modern Education and Computer Science, 7, 9-16.
Rainwater, T.S.M. (2015). Teaching and learning in competency-based education courses and programs: Faculty and student perspectives. Competency-based Education, 1, 42–47.
Rao, P. S. (2019). The Significance of Writing Skills in ELL Environment. Academicia: An International Multidisciplinary Journal, 9(3), 5-17. DOI: 10.5958/2249-7137.2019.00035.1
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.
Rosales, M. P. (2019). Competency-Based learning for motivation and academic performance in a pre-calculus course. American Journal of Educational Research, 7(1), 54-59.
Saadi, M., Rostami Abu Saeedi, A.A., & Karbalaei, A. (2016). Competency-based English teaching and learning: Investigating the learning experience of Islamic Azad University teachers in Iran. International Journal of Humanities and Cultural Studies, 3(1), 1181-1204.
Serravallo, J. (2017). The writing strategies book: Your everything guides to developing skilled writers. Portsmouth, NH: Heinemann.
Shin, J. K., & Crandall, J. A. (2014). Teaching young learners English: From theory to practice. Boston, MA: National Geographic Learning
Troyka, L. Q. (2010). Simon & Schuster handbook for writers. Toronto: Pearson Prentice Hall.
Vail, T. (2018). Self‐paced English as a foreign language in a competency-based education program for Korean learners. Competency-based Education, 4, 1-10.
Van Griethuijsen, R., Kunstb, E., Woerkoma, M., & Wesselink, R. (2020). Does implementation of competence-based education mediate the impact of team learning on student satisfaction? Journal of Vocational Education and Training, 72(4), 1-20. DOI:10.1080/13636820.2019.1644364
Wong, R.M.H. (2008). Competency-based English teaching and learning: Investigating pre-service teachers of Chinese's learning experience. Porta Linguarum, 9, 34-40.