The Competency-Based Approach in the Higher Education Realm: A Myth or a Reality? (The Case of Master-One Students Specializing in Literature and Civilization at the University of Oran 2)
DOI:
https://doi.org/10.33705/1111-016-001-020Keywords:
the competency-based approach, higher education, investigation, literature, master-one studentsAbstract
This paper seeks to determine whether the competency-based approach (CBA) is employed in the Algerian higher education institutions, particularly in the literature class, by answering the question: to what extent is the CBA used at the university level? The stakeholders involved in this endeavor are twenty EFL master-one students—specializing in literature and civilization, at the University of Oran 2—and four literature teachers affiliating themselves with the same university. Two different sorts of questionnaires were designed for this investigation—the first is for students, while the second is for teachers. The questionnaires are centered around five major themes—teacher-student relationship, teachers’ and students’ roles, teachers’ expectations, students’ involvement, and assessment— that are thought to be determinants of the CBA’s presence in the higher-education literature class. The results show that the competency-based approach is far from being completely implemented.
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Appendices
Appendix One: Students’ Questionnaire
1) Student’s profile:
a- Gender
Male 0
Female 0
b- Age:..
2) Questions:
Question 1: What is your teacher like?
Friend 0
Father 0
Dictator 0
Question 2: How often do you work in groups?
Always 0
Usually 0
Sometimes 0
Hardly ever 0
Never 0
Question 3: How often do you have a class debate with your teacher?
Always 0
Usually 0
Sometimes 0
Rarely 0
Never 0
Question 4: How often do you consult your teacher in class?
Always 0
Usually 0
Sometimes 0
Rarely 0
Never 0
Question 5: How often are you invited to express your opinions in class?
Always 0
Usually 0
Sometimes 0
Rarely 0
Never 0
Question 6: How often are you assessed during class?
Always 0
Sometimes 0
Never 0
Question 7: Does your teacher explain to you what a one-year literature course is about?
Yes, s/he does 0
No, s/he doesn’t 0
Question 8: Does you teacher inform you about what you will accomplish by the end of the literature course?
Yes, s/he does 0
No, s/he doesn’t 0
Question 9: Does your teacher insist on repeating a particular point that you have not understood yet?
Yes, s/he does 0
No, s/he doesn’t 0
Question 10: Do you think you can influence the selection of the lesson (decide on which lesson to be taught)?
Yes, I do 0
No, I don’t 0
Appendix Two: Teachers’ Questionnaire
1) Student’s profile:
a- Gender
Male 0
Female 0
b- Age: ..
2) Questions:
Question 1: What is your relationship with your students like?
Stricly professional 0
Friendly 0
Other responses:……………………………………………………………………
Question 2: How do you describe your teaching?
Teacher-centered 0
Learner-centered 0
Subject-centered 0
Other responses…………………………………………………………………….
Question 3: Do you make sure your students have mastered the intended learning outcomes before proceeding with new lessons?
Yes, I do 0
No, I don’t 0
Question 4: Do you decide with your students on which text to study?
Yes, I do 0
No, I don’t 0
Other response:……………………………………………………………………..
Question 5: What are the major techniques that you use when you teach literature?
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Copyright (c) 2023 Moustafa ALLAMI, Naima Ghenim
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