Tài liệu Using competence based approach in the development of a writing course for engineers at vietnam atomic energy institute

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ THU TRANG USING COMPETENCE-BASED APPROACH IN THE DEVELOPMENT OF A WRITING COURSE FOR ENGINEERS AT VIETNAM ATOMIC ENERGY INSTITUTE (Sử dụng cách tiếp cận dựa trên năng lực để phát triển một khóa học viết dành cho các kỹ sư tại Viện Năng lượngnguyên tử Việt Nam) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ THU TRANG USING COMPETENCE-BASED APPROACH IN THE DEVELOPMENT OF A WRITING COURSE FOR ENGINEERS AT VIETNAM ATOMIC ENERGY INSTITUTE (Sử dụng cách tiếp cận dựa trên năng lực để phát triển một khóa học viết dành cho các kỹ sư tại Viện Năng lượngnguyên tử Việt Nam) M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr. Dương Thu Mai HANOI – 2016 DECLARATION I hereby certify that this thesis is entirely my own work. I have provided fully documented references to the others‟ work. The material in this thesis has not been submitted for assessment in any other formal course. I also accept all the requirements of ULIS relating to the retention and use of M.A Graduation Thesis deposited in the library. Hanoi, 2016 Phạm Th Thu Trang i ACKNOWLEDGEMENT This thesis would not be fulfilled without the help of some people, and in some ways, I would like to thank everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis. I would like to express my deepest thanks to my beloved supervisor, Duong Thu Mai, Ph.D, for her whole-hearted assistance, encouragement as well as her profound guidance she gave me while I was doing my research. I would like to take this opportunity to express my gratitude to all lecturers in Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their interesting lectures which have inspired me to conduct this thesis. Besides, I would like to send my gratitute to the teaching experts at Vietnam National University, Hanoi who took part in my interview and gave me orientation to edit the course guide. I would also like to express my thanks to the leaders and working learners at Vietnam Atomic Energy Institute for their willingness to participate in the research. Without their help, this project could not be fulfilled. Last but not least, I am most thankful to my family members who have always inspired and encouraged me to complete this study. Hanoi, 2016 Phạm Th Thu Trang ii ABSTRACT Strong needs of working learners, urgent demands of occupation and great expectation of leaders have revealed there is a call for designing a writing course at Vietnam Atomic Energy Institute. This course with workplace orientation was developed using competence-based approach so that the learning outcomes can meet future staffing requirements of the nuclear organization. In this case, based on understanding of VAEI context, learners‟ needs and employers‟ requirements analysis, the paper is to explore the target genres, determine the specificity of writing competences covered within the course, and then develop course schedules. Notably, there have been no attempts in investigating this issue before. Hopefully, the paper would investigate needed English written competences for engineers at Vietnam Atomic Energy Institute and provide suggestions for the course components including contents, objectives, teaching methods and assessment to implement the future writing course under the light of Competence-Based Approach. iii TABLE OF CONTENTS PART A: INTRODUCTION ..................................................................................... 1 1. Rationale ................................................................................................................. 1 2. Aims of study........................................................................................................... 3 3. Research questions.................................................................................................. 3 4. Scope of study ......................................................................................................... 3 5. Methods of study ..................................................................................................... 4 6. Design of study........................................................................................................ 4 PART B: LITERATURE REVIEW ......................................................................... 5 Chapter 1- An Overview of the Competence-Based Approach............................. 5 1.1. Definition of Competence and Competency ................................................................ 5 1.1.1. Definition of Competence ................................................................................... 5 1.1.2. Definition of Competency ................................................................................... 5 1.2. Approaches in course designing ...................................................................................... 6 1.2.1. Skill-based approach.......................................................................................... 6 1.2.2. Content-based approach .................................................................................... 7 1.2.3. Theme-based approach ...................................................................................... 8 1.2.4. Functional-Notional approach ........................................................................... 8 1.2.5. Competence-based Approach ............................................................................. 9 1.2.3.1. The application and features of CBA in course designing ................................ 9 1.2.3.2. The application of CBA in English Language Teaching (ELT) ...................... 10 1.2.3.3. Course development process according to CBA ............................................ 12 Chapter 2- Theoretical Issues on Writing Course .............................................. 15 2.1. Nature of writing................................................................................................................ 15 2.2. English writing competence in theory and in reality .............................................. 15 2.2.1. English writing competences in theory ............................................................. 15 2.2.2. Realization of English writing competence ....................................................... 17 2.2.3. Writing teaching approaches ........................................................................... 22 2.2.3.1. The Product Approach .................................................................................. 22 2.2.3.2. The Process Approach .................................................................................. 23 PART C: METHODOLOGY ............................................................................ 26 3.1. Context of the study .......................................................................................................... 26 3.2. The study .............................................................................................................................. 27 iv 3.2.1.Research questions............................................................................................ 27 3.2.2. Participants ..................................................................................................... 28 3.2.3. Data collection instruments.............................................................................. 28 3.2.3.1. Survey questionaire ....................................................................................... 28 3.2.3.2. Semi-structured interviews ............................................................................ 30 3.2.4. Data collection procedure ................................................................................ 32 3.2.5. Data analysis ................................................................................................... 34 3.2.5.1. Needs analysis by graphical method and simple percentage analysis....... 34 3.2.5.2. Content analysis .......................................................................................... 35 PART D: FINDINGS & DISCUSSIONS ................................................................ 36 4.1. Students’ needs and employers’ requirements analysis ......................................... 36 4.1.1. Needs from students‟ perspectives .................................................................... 36 4.1.2. Needs from employers‟ perspectives................................................................. 44 4.2. Interview results of the 1st course draft – Editting the 1st course content ...... 46 4.2.1. Interview results ............................................................................................... 46 4.2.1.1. The appropriateness of the course objectives to students‟ language proficiency .................................................................................................................................. 46 4.2.1.2. The completeness of the course content and materials ................................... 47 4.2.1.3. The coherence of course schedule and assessment scheme to the course objectives ................................................................................................................... 48 4.2.1.4. The integration of teaching methods, teachers and students‟ roles ................ 50 4.2.1.5. The success probability of course implementation ......................................... 50 4.2.2. Decisions on editting the 1st course guide......................................................... 51 4.2.2.1. Course objectives .......................................................................................... 51 4.2.2.2. Course content and materials ........................................................................ 51 4.2.2.3. Course schedule and assessment scheme ....................................................... 52 PART E: CONCLUSION ........................................................................................ 53 5.1. Reflection on research process ......................................................................... 53 5.2. Recommendations ............................................................................................. 54 5.3. Limitations and suggestions for further study ................................................. 55 REFERENCES ........................................................................................................ 57 APPENDICES............................................................................................................ I v LIST OF ABBREVIATIONS AND SYMBOLS ADDIE Analysis, design, development, implementation, and evaluation CBA Competence – based approach CBESL Competency – based education in ESL CBLT Competence- based language teaching CBI Content-based instruction CEFR Common European Framework of Reference for Languages CSW Common Scale for Writing ELT English Language Teaching EOP English for Occupational Purposes ESOL English for Speakers of Other Languages ESL English as Second Language ESP English for Specific Purposes ETS Educational Testing Service FNA Functional-Notional approach IELTS International English Language Testing System L2 Second language No. Number SBA Skill-based approach TBA Theme-based approach TOEFL Test of English as Foreign Language ULIS University of Languages and International Studies VAEA Vietnam Atomic Energy Agency VAEI Vietnam Atomic Energy Institute VNU Vietnam National University vi LIST OF TABLES, CHARTS, FIGURES Table 1. VAEI leaders‟ features in the semi-structured interview ............................... 33 Table 2. Experts‟ features in the semi-structured interview ........................................ 34 Chart 1: Course development process according to CBA ........................................... 13 Chart 2. Stages of teaching writing under the product approach ................................. 22 Chart 3.1. Stages of writing process according to process approach ........................... 23 Chart 3.2. Stages of writing process according to process approach ........................... 24 Figure 1. Tasks expected in thewriting course ............................................................ 36 Figure 2. Major skills needed to support .................................................................... 37 Figure 3. Aim at CEFR level of language proficiency ................................................ 37 Figure 4. Genres of written documents needed to learn .............................................. 38 Figure 5. Genres of written documents with difficulty ............................................... 38 Figure 6. Type of feedback expected in the course ..................................................... 39 Figure 7. The importance of assessment types ........................................................... 40 Figure 8. The effectiveness of assessment types ......................................................... 40 Figure 9. The appropriate teaching methods ............................................................... 41 Figure 10. The students‟ willingness for self-study .................................................... 41 Figure 11. The appropriate proportion of class time/self-study time ........................... 41 Figure 12. The effectiveness of the given lesson sequences ....................................... 41 Figure 13. The students‟ roles in the course ............................................................... 42 Figure 14. The teachers‟ roles .................................................................................... 42 Figure 15. The types of materials included in a writing course ................................... 43 vii PART A: INTRODUCTION 1. Rationale In the industrialized world, a great number of graduates, engineers and businessmen, who are expecting to gain more advanced knowledge and open access to the world, notably need English competences. Among English competences that working learners seek training, achievement of English writing proficiency assumes an enormous importance in fitting the heavy literacy demands of their employers. Not only is it hard to imagine modern workplaces without English essays, commercial emails, reports, case studies and journal articles but writing is also a key feature for writers to demonstrate their understanding of subjects and their experiences. Nevertheless, these kinds of experiences are extremely challenging to students and may be especially frightening to those writing in a second language. This is not only because different languages seem to have different ways of organizing ideas and structuring arguments but because students‟ prior writing experiences in the school, college or university do not prepare them for the literacy expectations of their professional workplace. That is one of reasons why for the last decades, the matter of educational contents corresponding to future job demands has become an essential issue in educational reforms all over the world. Due to widespread concern about the quality of students‟ learning process, in particular, fluency in the conventions of writing in English at work, Competence – Based Approach originated in response to increase calls for learning outcomes upon course completion. The approach focuses on assisting students towards writing competence in particular target genres so as to be more responsive to professions‟ needs; in other words, familarizing them with writing English for Occupational Purposes (EOP) (Auerbach, 1986). As a result, writing course designers are supposed not simply to develop the content of teaching writing generally but to recognise particular kinds of writing which are valued and expected in one certain professional context. In details, EOP practitioners need to make considerable use of the findings such as the literacy demands to determine what is to be learned and to organise instruction around the genres that learners need and the social contexts in which they will operate. In the social context of Vietnam, one recent upsurge attempts in acquiring English competence involves in human resource of nuclear field, when the network 1 of nuclear programs has spread in various regions of the world and Vietnam is considering the introduction of Nuclear Power as part of its national energy strategy. Related to this strategy, Vietnam Atomic Energy Institute (VAEI), Ministry of Science and Technology is national research institute whose responsibility is to train and develop man power in the field of atomic energy – the field encompassing a plenty of international scientific studies and technological materials. Hence, building and maintaining the availability of research workforce, who are competent in written English, has been one of the most critical challenges of VAEI. Meanwhile, the same issue as above-mentioned, “the abyss existing between the goals of the academic and the professional world” inevitably exists at VAEI (Dominguez and Rokowski, 2002). In particular, because of a discrepancy between the university English language curriculum and requirements for jobs, almost all graduates working here have deficiency of written English competences. As a consequence, much concern of both themselves and their employers has been given to the adequate outcomes of their written works in English to effectively serve the occupational demands in a research institute. Strong needs of working learners, high demands of occupation and great expectation of leaders reveal there is a call for study of designing an EOP writing course at VAEI. This course with workplace orientation should be developed using competence-based approach so that the learning outcomes can meet future staffing requirements of the nuclear organization. In this case, based on understanding of VAEI context, learners‟ needs and employers‟ requirements analysis, course designers are to explore the target genres, determine the specificity of writing competences covered within the course, and then build up course guides and schedules. Notably, there have been no attempts in investigating this issue before. It is, hence, of principal importance to research the matter intensively at this Institute. The aforementioned reasons have given rise to the development a writing course in this study, in which competence-based approach is selected. Hopefully, the researcher would make the contribution to complete an in-depth investigation of needed competence in English written communication for engineers to shed some light in the area where resources are limited. 2 2. Aims of study As discussed earlier, the present study aims to develop an English writing course regarding to professional preparation for VAEI staff. The course is similar to a workplace-oriented language program since its main goal is to enable the learners to use written English at work. The first objective of the research is to interview human resources managers and conduct a survey among engineers to identify and analyze their English writing needs and expectation. The second, the paper aims to design the course guide, including the description, learning objectives, contents, activities, materials, assessment and testing. Accordingly, the course would be developed based on the needs analysis. Finally, experts were invited to validate and evaluate the course in order that necessary adjustments can be done according to their suggestions. 3. Research questions In order to achieve the above-mentioned aims, the following research questions are raised in the study: 1. What are the components of a writing course using competence-based approach for engineers at VAEI? 2. What are the teaching experts‟ opinions of the developed need-based competence-based writing course? 4. Scope of study The development of a EOP writing course using competence - based approach is such a broad topic that it can not be wholly discussed within the framework of this paper. Thus, this minor thesis is restricted in touching upon the theory and application of Competence – Based Approach in English Language Teaching, particularly in a workplace – oriented writing course, the theory and realization of English writing competences in Literature Review. Then it attempts to investigate the foremost needs of targeted learners group and leaders‟ typical requirements for their staff‟s English writing competences. VAEI has 09 subsidiaries across the country but the survey of the study was merely conducted among the participants currently working in Hanoi due to the limited time. Also, the syllabus was designed with the most important learning activities, so that the framework can be flexibly used and adapted by the Institute later. 3 5. Methods of study This study employed qualitative and quantitative research methods in order to have a more detailed and comprehensive picture about what is investigated. To take the first place, an occupational needs analysis was conducted. Due to time and resources limitation, the first step was to utilize semi-structured interviews with 03 managers in nuclear field. Then a survey questionaire was delivered to 50 engineers at VAEI. The results summarized and analyzed in quantitative statistics are the basis for the first draft of course design. Qualitative research method was further conducted by interviewing 03 experienced English teaching experts who are all specialists in the course development Then the researcher analyzed the experts' opinion about the quality of the developed course, their recommendations for adaptation and adjustment under the light of Competence – Based Approach. 6. Design of study This study is composed of three following parts: Part A: Introduction presents the background, aims, research questions, methods, scope, and the design of the study. Part B: Literature Review is organized around two chapters as follows, which conceptualize the framework of the study through the discussion of issues and ideas on theories of developing a writing course using competence-based approach. Chapter 1 – An overview of the Competence-Based Approach Chapter 2 – Theoretical Issues on Writing Course Part C: Methodology presents the context, the methodology used in this study including the context, the subject, the data collection instruments, data collection procedure, and data analysis. Part D: Findings and Discussions consists of a comprehensive analysis of the data and a discussion on the findings of this study. Part E: Conclusion offers a summary of the findings, recommendations, limitations, and future directions for further study. 4 PART B: LITERATURE REVIEW CHAPTER 1- AN OVERVIEW OF THE COMPETENCE-BASED APPROACH This chapter is devoted to give a clear presentation of theoretical background for the realization of the Competence – Based Approach (henceforth CBA). Firstly, it would be better to include the conceptual basis about CBA as a new and dynamic topic in Vietnam. It is clarified by defining the key terms named competence and competency. Also, the various development approaches of language teaching programs before and the features of CBA are described before the process of developing a competence-based course in a variety of disciplines is mentioned. 1.1. Definition of Competence and Competency The aim of CBA is to make students more competent through the acquisition of competencies and the further development of the newly acquired or already held competencies (Kouwenhoven, 2003). Therefore, “competence” and “competency” are often considered as important concepts in this approach. Based on various definitions and dimensions, these two concepts can be clarified in the literature. 1.1.1. Definition of Competence Kouwenhaven (2003) defines this term as ''the capacity to accomplish „up to standard‟ the key occupational tasks that characterize a profession''. In like manner, Field and Drysdale (1991) refers to competence as output – the ability to perform in work roles or jobs at a desired level or to a certain standard in employment. On the other hand, Kirchner et al. (1997) claimed competence is the possession and use of certain attributes such as knowledges, skills and attitudes or competence as input. Accordingly, there is an unskeptical difference from one view to another. Some views see it as a a broad and general concept which is doing with occupational tasks; however, others consider it as a narrow concept which focuses on the routine work activity. In spite of the varied definitions, all of them emphasize the fact that competence is both a physical and an intellectual ability to reach satisfactory or superior performance in key occupational tasks through repeated experiences. 1.1.2. Definition of Competency Regarding competency, there is the shortage of definition in an integrated way, leading to confusion between terms such as competence, competency, competencies, 5 and competences. For example, the New Oxford Advanced Learner‟s Dictionary (2005) defines competence as “the ability to do something well‟‟ (p. 294). Oxford further states that competence and competency are synonymous as competences and competencies. This view is also shared by Burke (1989), who said that these terms are often used interchangeably. Attempts by researchers, such as Kouwenhoven (2003), a comprehensive definition of competency can be further clarified in a model from which, competency is seen as “the ability to process various inputs in an intentional way”. In other words, Kouwenhoven, from his part, coined the term as the capability to choose and apply an integrated combination of knowledge, skills and attitudes with the intention to realise a specific task in a certain context. From this definition, it can be inferred that competency consists of a set of components which are skills, abilities, and knowledge and the competencies as a collection of competency. By the same token, Blakemore (2008) described competency as the result from breaking down a job or role into a particular and observable skills that are needed to do it well. All these definitions enable us to have a clear idea about the concept 'competency' which involves being good at doing something particular in specific conditions. 1.2. Approaches in course designing The approaches in course designing, which have been characterized by the pedagogical tendencies, have been profuse and varied. More and more different trends have been evolved and formulated mainly in terms of diverse teaching methods, each of which has attempted to find more effective and efficient ways of teaching and learning. Hence, the aim of this part is precisely to review such merits and shortcomings of recent approaches to general course designing. This effort will help to shed the light into the core of each selected approach, then determine which aspects of CBA can be considered to outweigh others when facing workplace settings or less academic situations in this “post-communicative era” (Molina et al., 2005). 1.2.1. Skill-based approach According to Reilly (1988), the skill-based approach (SBA) drew its theoretical roots from behavioral psychology and structural linguistics. One of its principles is “the whole is equal to the sum of all its parts”. In accordance with this, advocates 6 view the course content following SBA involves a collection of particular and seperated skills that may play a role in bridging skill gaps. Each skill is divided into subskills, which are gradually taught in a predetermined sequence through direct explanation, modeling and repetition. Within it, specific subject matter teaching is carried out through the focus on a concrete academic skill area. The mastery of these skills are constantly measured using discrete – point tests before learning a new one. Thus, it is claimed that this approach can not only be easily implemented but enable the learners to acquire skills easier and satisfy their needs to some extent. Nonetheless, Anderson (1984) warns against the course design in which isolated skills are taught due to the fact that the brains can not store bits of information for a long time. Additionally, the passive role of students and narrow skill – based instructions are said to lead to underdevelopment of independent learning skills and competences. 1.2.2. Content-based approach The second noteworthy approach which is linked with the previously examined model according to which it can be organised is content-based instruction (CBI). It has been widely used in a variety of different settings such as ESP, EOP since the 1980s with the integration of targeted knowledge instruction and instruction in the content areas. The focus is thus on the substance or meaning of the content that is being taught. Its advocates claim that it leads to more successful program outcomes than alternative language teaching approaches. Critics say that most language teachers have been trained to teach language as a skill rather than a content subject. For the student, they may feel confused, overwhelmed, or even frustrated. They may also have limited time to achieve an adequate academic level. Also, assessment is made more difficult, as both subject matter and language skills need to be taken into account. In spite of these possible problems, all in all, CBI is currently considered “one of the most promising present and future trends in language teaching and learning” (Fernández and Sánchez, 2001, p.129). As Richards and Rodgers (2001, p. 220) put it, “we can expect to see CBI continue as one of the leading curricular approaches in language teaching”. 7 1.2.3. Theme-based approach Within the broader model, CBI is advocated by designing courses through theme-based approach (TBA). In ELT, it differs from traditional language instruction in that the language structures/items to be covered in a syllabus are determined by the theme or topic. For learners, TBA teaches language use; creates a low anxiety environment for using the language; provides a language-rich classroom environment by focusing on many aspects of a particular topic; offers opportunities for students to make connections between what they know and what they are learning; and finally, presents a variety of content-related activities through which learning can be accomplished (Enright, 1988). In line with this, the theme or topic runs through everything that happens in the classroom and acts as a connecting thread for pupils and teachers; hence, effective theme-based instruction is extremely demanding for course designers in both planning and in implementation. Knowledge of a wide repertoire of activity types and resources is needed to plan for learners of all abilities to be stretched and learning all the time (Bahtiar, 2012). In short, according to TBA, there is a real potential for effective language learning take place, because the pupils and teachers open up the language classroom by bringing in the world outside and linking into children‟s real interests and enthusiasms. 1.2.4. Functional-Notional approach The next-to–last instructional approach which is spawned by Comunicative Approach is the Functional-Notional approach (FNA). White (1988, p. 75) explains its main focus is on the concepts such as “time, space, movement, cause and effect” and “the intentional or purposive use of language” that learners need to communicate about. However, it is argued by Widdowson (1979) that FNA provides limited communication that could be achieved only in certain settings; consequently, learners are incapable of interacting in different situations as they do not know how to use the language. From my perspective it is an effective syllabus that could make a strong contribution to learners communication ability. On the contrary, it seems that it is not always feasible to utilise it in designing courses because of the varities in institutions, societies, cultures, teachers and learners. Also, although teaching situation is suitable it may be difficult to organise a fruitful content for a FNA syllabus as learner needs 8 vary. To sum up, the syllabus under FNA could be seen as an ideal way of teaching purposeful communication as long as all suitable circumstances are implemented. 1.2.5. Competence-based Approach It is high time to explore the last approach, competence-based approach (CBA) which has gained growing interest from course developers. The term “backward design” has been used to describe this approach in which the starting point is a specification of learning outputs and to use these as the basis for developing instructional processes and input (Richard, 2010). 1.2.3.1. The application and features of CBA in course designing Many researchers shared the common thought that CBA focuses on the outcome and competences acquired rather than on inputs to learning in the development of training programs (Richards and Rodgers, 2001). Thereupon, the competences that should be developed by the end of the education programme is the criterion for arranging the course. More pariticularly, competences that are needed by a competent professional are supposed to determine the underlying attributes in terms of knowledges and skills included in designed courses using competence-based approach. In this sense, the competences or a set of competences must be clearly defined, measurable, and related to the knowledge or skills needed for future endeavors, such as additional education or employment. Also, according to Kouwenhoven (2003), knowledges and skills determined by competences are “domain specific”. For each domain, a set of subdomains elaborate the specific competences that a student must demonstrate. One more essential feature is CBA addresses what learners are expected to do with what they learn. By all means, CBA is learner-centered and the individual worker is central. Based on his “competence status” or already acquired competences, the competences are defined that still have to be acquired and developed. Another key point of a learner – centered approach in CBA is continuous feedback on the formation and development of their competences and the use of appropriately designed materials with competence (Chinh, 2012). That is to say, the course arrangement and how to convey knowledge in CBA 9 support the development of competences. Moreover, the acquisition of knowledge takes place in the context of professional application. Thus, the trend to competency – based development became a policy strategy in many countries during the 1990s as they strove to restructure their vocational education systems, including Australia, the US, the UK and many European countries. Biemans et al. (2004). suggested that the basis of this popularity lies in the belief that competence course design will help bridge the gap between education and the labour market, facilitating the transition from school to work. This preparation for work is also seen as having the benefit of fostering learning to learn skills that will make employees and citizens more flexible and change – responsive. (Lans et al. 2004; van der Klink and Boon 2002). As a conclusion, the present society requires professionals to be able to face condidently and expertly dynamics, knowledge intensity and new situations. Hence, learning in a professional context become more important and general academic course design is becoming more professional oriented. In this perspective, CBA could be an appropriate choice. This requires fundamental changes in course design, including course designer’s recognition about working learners and industry needs, the course context, the roles of students and teachers. 1.2.3.2. The application of CBA in English Language Teaching (ELT) This final noteworthy approach has of late entered the language teaching panorama. Wong (2008) stated that CBA emerged in the 1970s in the US. At that time, teaching English as a second or foreign language became an important matter because of the urgent need for practical English for people in many parts of the world rather than academic English language acquired in school. All the circumstances led to the widely adopted applications of the CBA principles into adult English as Second Language (ESL) programs called Competence- Based Language Teaching (CBLT) (Auerbach, 1986). In the language area, according to Grognet & Crandall (1982, as cited in Auerbach, 1986, p. 413), CBLT focuses on performance-based language tasks that lead to a demonstrated mastery of the language associated with specific skills which are necessary for individuals to function proficiently in the society. Likewise, Findley and Nathan (1980, p. 223) indicated the emphasis of CBLT is not on what the students 10 know about a language anymore but more to what learners can do with language. Whosoever, these scholars share the same view on the aspect CBA and its application such as CBLT both see outputs very importantly rather than the learning process. The priority of learning outcomes or successful functioning at work and in society has led to designed language tasks and syllabi with performance orientation and competencies identified with focus on the professional practice rather than language ability only (Auerbach,1986). Field and Drysdale (1991) added the language learning content is based directly on the skills needed to do a job. As mentioned above, CBA is learner-centred in the use of individualised materials, flexible learning time and a continuous feedback to the learner. Thereforth, objectives of the lessons or competencies to be acquired are stated via individual requirements. Objectives are broken into narrowly focused sub-objectives, so that both teachers and students can get a clear sense of progress (Richards, 2001). Equally important, assessment is the integrated part in implementing the CBA in ELT which considered not only in exams but also in an ongoing instruction. Also, it is implemented through criteria referenced assessment, which measure the achievement of each individual in the compared relation to standards, criteria, not by comparing learners with others (Chinh, 2012). Last but not least, the role of the teacher in ELT under CBA is that of a “cognitive guide” or a guiding role (Kouwenhoven, 2003). Teachers encourage language learners to engage in active inquiry and make competencies visible. On the other hand, he added that the involvement of a teacher in the learning process moves students gradually to their self – regulation or gets them slowly used to independent learning. In a nutshell, CBA is indeed learner-centred, outcome-based and adaptive to the changing needs of students, teachers and the community. It deals with the demand to function or at least survive in society by using focus on the mastery of the performance rather than theory. The course is broken down into very specified objectives which are set based on the learner needs and the expected outcomes and through on going assessment. One application of CBA is CBLT which focuses “on language as a tool for communication rather than on language knowledge as an end in 11