INTRODUCTION

The major aim of any African countries in these recent years is to reach the state
of emergence as far as their development is concerned. Knowing that the base of
any economic growth is a competitive human resources that can only be
produced by a good educational system, most of the political stakeholders have
been obliged to change their teaching’ approach to let it become more practical,
more adapted and more competitive. That is why, the developing countries have
opted for CBA (competency-based approach) in order to bridge the undeniable
gap between the educational systems and the world of work. This will
undoubtedly give them the opportunity to settle the alarming question of
underdevelopment, joblessness and poverty etc.

When referring to Savage(1993) cited by Nkwetisima (2012:519), the

competency-based approach’ model was defined by US office of demonstrated
mastery of basic and life skills necessary for the individual to function
proficiently in the society. It is therefore a functional approach to education
thatemphasizes life skills and evaluates mastery of those skills according to
actual learners’ performances (p520). In this context, the most important thing
is not the acquired knowledge but what we can do with it in a real life
situation.

In Côte d’Ivoire for decades, the Ministry of Education has been revising the
educational system in order to adapt it to the globalization of the world.

Thus, from the traditional method PPO1 (Pedagogy-based objective), they opted
for FPC2 (Formation-based competence) in the 2000s before choosing

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1Pedagogy-based objective

2 Formation-based competence

APC3 (Competency-based approach) since the school year 2011-2012 to let that
system to be more and more effective.

It is obvious that English can deeply contribute to the development of our

country in so far as we share frontiers with some countries such as Liberia and
Ghana. Besides, as Nigeria is also known as the strongest country in west
Africa, in terms of population growth and economic power; and America the
most powerful country of the world, English can be an real asset (strength) for
us to facilitate Côte d’Ivoire’ cooperation with all these great English speaking
countries. So if Côte d’Ivoire hopes for bridging the disparity between its
current life and educational system, English will surely be an undeniable tool to
reach that goal. This supposes that, our students are to be simply well-educated
or skillful in English.

In fact, a great effort has already been made by the stakeholders as far as the
English language learning is concerned. Thus, contrarily to the other
international languages which are taught in Côte d’Ivoire, a dominant role has
already been granted to English. That’s why, students start learning that
language since the class of 6eme while the two others that are Germany and
Spanish are introduced from 4eme on. In “programmes Educatifs et Guides
d’Exécution-Anglais 3eme” p8: the time’ volume in English from 6eme to 3eme
are published in a table.. ‘This table shows that, from 6eme to 3eme, students
receive 3 hours of course per day; 96 hours per week and 384 hours for the four
levels’4.

3Competency-based approach

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4 « Ce tableau indique que de la 6ème à la 3ème, les apprenants reçoivent 3h de cours par jour en Anglais ; 96 h par semaine ; et

384 h pour les 4 niveaux »

With this course’ volume the Ivorian students should easily use English either in
oral or writing. Unfortunately, it is not the case today, although CBA has been
experimenting for about six years. It is evident that at Mohamed5, students in
general do not articulate any English word outside the classroom. Some of them
even don’t have the minimum (English books, exercise books).

Most of the pupils now learn through playing, joking, listening

sounds.Unfortunately in the classrooms, there is no materials or instruments
like TV for instructive videos; radios to play records in order reinforce their
listening capacities for instance; computers to be skillful in technology. At
GSM55, there is even no English club which could let them improve their oral
speech through their contact with the other students and some professionals.

Moreover,most of thepolitical decisions concerning the educational systems

are made and removed without associating the key actors that are the teachers
and students in order to take into account their feelings and observations. For
it seems quite difficult to implement CBA nowin the over-crowded classrooms
(at Mohamed5 for instance, in 3eme we have about 40 students per
classroom); environmental problems such as generalized poverty, lack of
infrastructure etc. The introductory works would allow the teachers to cope
with some of these serious problems in order to reach their goal as far as
teaching is concerned.

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 Being so, how do 3eme students manage in real classroom situation to be
productive at Mohamed5?

5Groupe scolaire Mohamed 5

Practically how do 3eme students react towards the different principles of

CBA? And what can be the reasons or motivations of such an attitude? In
other words, do 3eme students have positive or negative attitudes towards the
CBA? And what could justify such a reaction?

From these preoccupationsit can be hypothesized that, if students of 3eme

have positive attitude towards CBA, they will surely be efficient in English.
As a matter of fact, the main objective to reach when dealing with such a
topic, is to examine the attitude of 3eme students at Mohamed5 before CBA in
order to make some suitable suggestions which could permit us to improve the
learners’ level in English.

As a matter of fact, the main objective to reach when dealing with such a topic is
to examine the attitude of 3eme students at Mohamed5 before CBA in order to
make some suitable suggestions which could permit to improve the learners’
level in English.

Anyway, little study has been already done on CBA in Côte d’Ivoire since its
inception in 2011-2012, it is therefore urgent to bring our contribution in order
to deepen what has already been done in this domain for its effectiveness. This
will surely not only improve students level in English but also let them be able
to materialize their acquired knowledge in the world of work.

This study is based on a small sample which concerns with a given population
that is 3eme students. It takes into account neither all the students of Mohamed
5 nor all the students of Côte d’Ivoire. Nevertheless, the results of our findings

4
could be generalized to the whole country because all the Ivorian students
naturally share a set of common values or behaviors and most of the schools
are essentially confronted with the same problems. So it is clear that such a
work is crucial because it will surely enlighten the weaknesses in the
implementation of the CBA at Mohamed5 in particular and in Côte d’Ivoire in
general. It will also give the opportunity to make some recommendations for
the real effectiveness of this teaching ‘approach.

This research work will be organized in five (05)chapters. The very first
chapter which is entitled description of the target situation is concerned with
the geographical situation of our study, the institutional frame of CBA in Côte
d’Ivoire, and the description of the learning environment.

The second chapter entitled theoretical background of the study is made up

with two main parts: the first part is about the definitional framework for the
key terms of the study, the second one deals with the background and the main
principles of CBA. This chapter will essentially put the stress on the prior
works in this frame.

The third chapter of is entitled research design that is, it exposes the
methodological approach of our study.

Chapter four is concerned with the presentation and analysis of the data. It also
contains the results of the findings.

As for the very last chapter, the fifth one, it deals with the interpretation of the
results and proposes some recommendations which will lead to the effective
implementation of CBA not only at Mohamed 5 but also in Côte d’Ivoire.

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CHAPTER I: DESCRIPTION OF THE TARGET SITUATION

The topic under study is related to GSM5 of BOUAKE. So it would be

interesting in this part, to present the geographical situation; then the
institutional frame of CBA in Côte d’Ivoire, before ending by the description of
the learning environment.

1-1-Geographical situation of the study

As it is indicated in the topic, this research is about 3eme students at Mohamed

5.Therefore it would be quite logical to locate that school before all.In
fact,Mohamed 5 is one of the biggest private schools of DREN16 of Bouake. It
was created in April 27th, 1995.It is located in Belleville at the north-East of
Bouake next to “College Moderne Jeunes filles”.These two schools are just
separated by the main road which crosses Belleville for FETEKRO. Its
Students’ population during the school-year 2015-2016 is 1695 among which
we have 1161 boys and 534 girls divided into 38 classes. As far as 3eme is
concerned, we have 7 classes composed of 210 boys and 53 girls. Four(04)
English teachers cared for the seven (07) 3e classes during the school-year
2015-2016.

1-2-Institutional frame of CBA

For decades, the Ministry of Education has been revising our educational
system in order to create a close relationship between the learners and the real
life society.

6 Direction Régionale de l’Education Nationale

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Thus according to De clermont (2013:paragraph 1 to 3) :‘The Ivorian
educational system in the search of solution facing school failure and the
inadequacy between the produced competencies by school and the needs in
enterprise decides in 2002 to change the pedagogy of mastery or formation-
basedobjective (PPO) by formation-based competence .In 2013, the
educational authorities decide again to move fromFPC to the approach based
competence (APC) 4’. That is to say, Pedagogy-based objective was firstly
introduced in the educational system, then we were to cope with Formation-
based competence and finally competency-based approach is being used now
with the aim of creating a real closeness between what is learnt and the world
of work. Unfortunately all these decisions are madein unfavorable context. For
it seem to be imposed to the key actors that are the teachers and learners.

The preliminary conditions such as adequate infrastructures, teacher’s

qualification through regular adequate trainings are not fulfilled. Therefore
some teachers keep on using the previous methods that they do really master.
Unfortunately the English books vary from one school to another and from
one teacher to another knowing that all the Ivorian students are submitted to
the same examination at the end of the school-year.

4
translation mine

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1-3- Description of the learning environment

The learning environment is outstanding in the implementation of any

teaching’ method. As the matter of fact, the success and the failure of any
teaching’ approach is essentially related to the environment in which it is
applied. This section will let us see if the frame in which students learn
English is favorable or not.

In Côte d’Ivoire, French language is known as the official language. In fact

French is used in the administration and even the non-educated populations are
able to speak it. In this context, English is a foreign language. Therefore if
Competency-based approach is to be implemented it in such an allergic
atmosphere, this particular context is to be taken into account.

In these recent years, Côte d’Ivoire has tried to model its educational system
on the world of life in order to minimize the academic failure. This is the
reason why they opted for CBA as learning approach in so far as it is practical.
But did they firstly create a favorable environment for the achievement of that
teaching method before choosing it?

We notice that students ‘population is growing in our classrooms because of a

set of official measures such as ‘compulsory schooling’ for all the children
from 6 to16 years old, then we just need now 85 points to go into the first
form, knowing that most of these children are unable to articulate a correct
utterance in French. Even if the stakeholders do their uppermost to build some
facilities it is quite insignificant today because of the overpopulation.

7Brevet d’Etude du Premier Cycle

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For in some classrooms the number can even vary from 80 to 120 students per
class in our public primary and secondary schools.In this context, when the
pupils are expelled, they go to fill up our private schools.Because of lack of
infrastructures about 60 percent of the Ivorian students’ population are
sentnow to the private schools.

In the past, the coefficient of the different matters during the calculation of the
average obliged the pupils to work hard in the key matters that are
Mathematics, Physics, French and English. But now from 6eme to 3eme all
the disciplines have the same coefficient one (1) in class and even during the
BEPC’ examination. That is why, many of the pupils who pass their
examination in these recent years, cannot be oriented in 2nd because the
procedure of Orientation. That procedure takes into account the four main
disciplines that are: Mathematics (coefficient 4), Writing in French
(coefficient 4), Physics (coefficient 2) andEnglish (coefficient 2) for the time
being.

As far as the private schools are concerned in general, the teachers are not
always well-prepared to teaching. For most of them, in spite of their
undeniable academic qualifications,have not been trained to ENS8. So to be
really effective they need sufficient internal formation’ sections.
Unfortunatelythey are not always controlled and each teacher uses his own
teaching approach and chooses the English book he prefers.

For decades so many changes have occurred in the learning process in Côte
d’Ivoire.Thus from PPO (Objective-Based Pedagogy), we move to FPC

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 8
Ecole Normale Supérieure

(Formation-based-Based Competence) and now it is APC (Competency-Based

Approach) that we are experimenting now.

For decades so many changes have occurred in the learning process in Côte
d’Ivoire.Thus from PPO (Objective-Based Pedagogy), we move to FPC
(Formation-Based-Competence) and now it is APC (Competency-Based
Approach) that we are experimenting now.

Unfortunately these approaches are adopted without taking into account the
point of views of the main actors that are the students and teachers so that we
can draw lessons from the past in order to avoid the same error. That is, the
problem may not be the applied approach but its implementation in our
developing countries.

Finally, poverty represents a real blockage in the implementation of CBA in so

far as the some students are always expelled from our private schools because
of school fees even if they are having class or mock examinations. The
English teachers are always complaining that most of their students do not
have the minimum (books, exercise books), even if they are asked to
photocopy the tasks under study, some even do not do it.

In order to increase their students ‘population many private schools through

media pretends to be highly equipped whereas they are not in reality

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CHAPTER 2:THEORETICAL BACKGROUND OF THE STUDY

Our purpose when dealing with such a topic is to find out the attitudes of the
students towards the competency-based approach. To reach this purpose, we
are to draw up a relevant literature related to the key terms. In fact this chapter
will be interested in the definitional framework of the key concepts of our
topic basing ourselves on the prior works of some famous linguists about the
notion of competency-based approach,communicative competence,and
attitudes.

2-1- definitional framework

One of the key principle of competency-based approach is surely

communicative competence. Therefore for better comprehension of CBA it
would be better to find out its closeness with communicative competence.

2-1-1: From communicative language teaching to competency-based

approach.

Many authors have already written aboutcompetency-based teaching in order

to demonstrate its role in implementation of the competency-based approach.
In fact Communicative competence is the key concept of communication
language teaching.Guskey (2005) cited in Wong (2007:180) Competency-
based education (CBE) emerged in the US in the 1970s. It referred to an
educational movement that advocated defining educational goals in terms of
precise measurable description of the knowledge, skills, and behaviors
students should possess at the end of a course of study.

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Besides Richards and Rogers (2001) in Nkwetisima (2012:519) hold that the
competency-based approach focuses on the outcomes of learning. It addresses
on what the learners are expected to do rather than on what they are expected
to learn about. The CBA advocates defining goals in terms of precise
measurable description of knowledge, skills, and behaviors that students
should possess at the end of a course of the study.

Docking (1994) in Wong (2007:16)summarized what CBLT9 is. It is designed

not around the notion of subject knowledge but around the notion of
competence. The focus moves from what students know about language to
what they can rather do with it. The focus on competencies or learning
outcomes under prints the curriculum framework and syllabus specification,
teaching strategies, assessment and reporting. Instead of norm-referencing
assessment, criterion-based assessment procedures are used in what the
learners are assessed according to how well they can perform on specific
learning tasks (p.16).

Savage (1993) in Nkwetisima (2012:520) holds that competency-based model

was defined by US office of Education as a performance based process leading
to demonstrate mastery of basic and life skills necessary for the individual to
function proficiently in the society. It is therefore a functional approach to
education that emphasizes life skills and evaluates mastery of those skills
according to the actual learners.

For Schneck (1978) cited in Wong (2007:181) competency-based education is

an outcome based instruction and is adaptive to the changing needs of
students, teachers and community.Competencies describe the student’s ability
to apply basic and other skills in situations that are commonly encountered in
everyday life. Thus CBE is based on a set of outcomes that are derived from
an analysis of tasks typically required of students in life role situations.

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9
Communicative-Based Language Teaching

2-1-2: Definitional frame of the notion of competence

Mrowicki (1986) cited in Nkwetisama (2012:520) holds that competencies

consist of the description of the essential skills and evaluates mastery of those
skills, attitudes, and behaviors required for effective performance of a real-
world task or activity. These activities may be related to any domain of life.

Canale& Swain (1980) and Canale (1983) cited in Bargaric (2007:95)

understood communicative competence as ‘a synthesis of an underlying
system of knowledge and skill needed for communication. In their concept of
communicative competence, knowledge refers to the conscious and
unconscious knowledge of an individual about language and about other
aspects of language use. According to them, there are three types of
knowledge: knowledge of underlying grammatical principles; knowledge of
how to use language in a social context in order to fulfill communicative
functions will with respect to discourse principles. In addition, their concept of
skill refers to how an individual can use the knowledge in actual
communication. According to Canale (1983) also cited in Bargaric (2007:96),
skills requires a further distinction between underlying capacity and its
manifestation in real communication, that is to say, in performance.

As cited in Ming (2011:18) the concept of communicative competence was

proposed by Hymes in a social world. The definition of “communicative
competence” is what a speaker needs to know in order to communicate in
speech community (Hymes 1972). For example, in the real world, not only
would a speaker produce a grammatical sentence, but he/she should consider
the situation in which the sentences are used. According to Hymes(1972),

13
competence should be viewed as “the overall underlying knowledge and the
ability for language which the speaker-listener possesses” (p3). That is, the
concept of communication competence involves knowledge of the language
and the ability to use the knowledge of the language and the ability to use the
knowledge in context.

Chomsky (1965) in Yano (2003:75) made a distinction between ‘grammatical

competence’ and ‘performance’. The former is the linguistic knowledge of the
idealized native speaker, an innate biological function of the mind that allows
individuals to generate the infinite set of grammatical sentences that
constitutes the language, and the latter is the actual use of language in concrete
situations.

2-1-3: Definitional frame of the notion of attitude

The Concise Oxford Dictionary of current English (1990:70) sees attitudes as

“a settled opinion”; this settled opinion includes the individual’ behavior,
which plays his/her attitudes toward the thing or the person concerned. In this
frame, attitude is seen as a settled” behavior or manner of acting” reflecting
individuals’ feeling or opinion. Thus, such a definition entails that individual’
beliefs are crucial in determining their behaviors.

In Longman dictionary of Applied linguistics (1992, p.99)cited inAlzayed

(2014:287) language attitude is defined as the “attitudes of speakers of
different languages or language varieties have towards each other’s ‘language
or to their own language”. Expressions of positive or negative feelings towards
a language may reflect impressions of linguistic difficulty or simplicity, ease
or difficulty of learning, difficulty of learning, degree of importance, elegance,
social status etc. Attitudes towards a foreign language may also show what
people feel about the speakers of that language.

2-2. Students’ attitudes: a real matter of preoccupation

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 As quoted from (Al-Tamimi 2009:33) Likert (1932; p.9) cited in Gardner
(1980; p.267), defines the attitudes as “inference which is made on the basis of
a complex of beliefs about the attitudes object.”

In Al-Tamimi Gardner (1980:267) elaborates on Likert’s definition by

defining attitude as a sum of total of a man’s instructions and feeling,
prejudice or bias, preconceived notions, fears, threats, and convictions about
any specified topic”. Ajzan (1988, .4) also considers attitudes as “a disposition
to respond favorably or unfavorably to any object, person, institution or
event”. Baker (1992, p10) defines attitudes as a hypothetical construct used to
explain the direction and persistence of human behavior”.

Allport(1967 cited in Bas, 2012:48) defines attitudes as emotional and mental

readiness or a preliminary tendency based on experience, knowledge, emotion
or motivation on any subject, social topic or event. An attitude is attributed to
an individual and it is a tendency that arranges in an orderly manner that
individual’s thoughts, feeling, and behaviors in relation with a psychological
object (Smith, 1968).

Gardner (1985:10) mentionedin Alzayed(2014:287) saw attitude as

“components of motivation in language learning.” Therefore motivation refers
to the combinatory of efforts, desire to achieve the goal of learning the
language, plus favorable attitudes speaking the language. He believed the
motivation to learn a foreign language is determined by basic predispositions
and personality characteristics such as the learners’ attitudes towards foreign
people in general and the target group and language in particular, motives for
learning and generalized attitudes.

Weden (1991) cited in Al-Tamimi (2009:33) proposed a broader definition of

the concept “attitudes”. He said that the term “attitudes” includes the
components namely cognitive, affective and behavioral. A cognitive
component is made up of the beliefs and ideas or opinions about the object of

15
the attitudes. The affective one refers to the feelings and emotions that one has
towards an object, ‘like’ or ‘dislike’, ‘with’ or ‘against’. Finally, the
behavioral component refers to one’s consisting actions or behavioral
intentions towards the objects (ibidem).

Learning language is closely related to the attitudes towards the (Stark&

Paltridge, 1996). Karshan(2007, p84) averts that “positive language attitudes
let learner have positive orientation towards learning English”. As such,
attitudes may play a very crucial role in the language learning as they would
appear to influence student’s success or failure in the learning.(Al-Tamimi
2009:33)

In Papua New Guinea a related study was undertaken by Buschenhofen (1998)

as mentioned in Al-Tamimi (2009:34). He sought to assess the attitudes
towards English among year12 and final-year university students. To collect
data, he administered a questionnaire on approximately 50% of year 12 and
first-year university students in PNG. Both groups were contrasted in terms of
their tolerance towards the use of English in a variety of contexts. The results
indicated (1) a generally positive attitude by both groups towards English and
(2) some significant attitudinal difference in relation to specific English
language context. Buschenhofen attributed such differences to the changing
social, educational, and linguistic conditions which characterize the transition
from year to University education.

Arani (2004) cited in Al-Tamimi (2009:34) investigated in Iran the learning

need of the medical students at kashan University of Medical sciences. One of
the primaryobjectives of the study was to identify the students’ attitudes
towards learning English as a school subject i.e. prior entering the University.
The research sample consisted of 45 medical students who enrolled in the first
and second year of the study. To collect the different types of questionnaires
were administered to the sample at the beginning, in the middle and at the end
of the English for medical purposes (EMP) courses. The results showed that

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 most of the subjects had positive attitudes towards both learning English and
the English language teachers.

CHAPTER 3: research design

3: Methodology

The methodology for the study is both qualitative and quantitative because the
tools of research are questionnaire administered to 3eme students in French
and personal interviews for the English teachers who are caring for 3eme
classes at GSM5.

The questionnaire will permit to find out the feelings or attitudes of the
students towards the competency-based approach. As to the interviews, it will
let the teachers as the practitioners or specialists to express their impressions
or feelings towards the CBA. It will also give them the opportunity to put the
stress on the reactions of their students before the different tasks of CBA’
approach in real classroom situation.

3-1: the field research

Through this work, we will describe the reactions of the pupils towards the
CBA. To reach this purpose, a pilot study seems necessary for us.

3-1-1: The pilot study

Our pilot study is based on the main research tools that are the questionnaire
applied to the students and the personal interviews for the teachers. This
instruments will give us relevant data for an objective and reliable research.

In fact the questionnaire was made up with 20 questions while the interviews
composed of 05 questions.We submitted them to02 English teachers for their

17
appreciation from April 15thto April 30th in order to be simple, comprehensive
and be as close as possible to the needs of the learners and those of the
teachers. Then they were presented to the supervisor. At the end of this work,
some proposals have been made. So the 20 questions of the questionnaire were
completed to 23 questions.

3-1-2: The participants

This part will be concerned with the sampling method, the size of the sampling
and the description of the sample.

As to the sampling method, it consists of taking a segment of the population

under study to represent the population as a whole.Therefore, in any survey,
sampling technique is very important for the reliability of the study.

3-1-2-1: The sampling

In selecting the subjects of this study, the researcher uses the objective
sampling techniques when choosing the participants students and teachers
without any randomly approach.

3-1-2-2: Size of sample

The research describes the selected sample and the number of its elements.
The target population is the 3eme students at GSM5. The researcher has
selected 116 participants among a total number of 263 students that is 44.10%.
They all filled in the questionnaire. We can consider that, this sample is quite
representative knowing that it not far from half the total students population.

As to the interview, all the four English teachers caring for 3eme classes are
concerned with it. But there any female teacher among them.

3-1-2-3: 3eme Students and their teachers at GSM5

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The topic under study just concerns the 3eme students at GSM5 which is a
private school. The students composing the population of the study are both
male and female. They have been doing English for at least 4 years.

As far as their teachers are concerned, they are all experienced because they
have been teaching for years and years. One of them has even been trained to
ENS. But those who have not been to ENS, regularly benefit from in-service
trainings.

In fact all these four teachers have been trained to one of the three teaching
methods applied in CI these recent years which are PPO (Objective-Based
pedagogy; FPC (Competency-Based Teaching Techniques and APC
(Competency- Based Teaching Approach).

3-2: the methods of data collection.

This part of our research is essentially concerned with the techniques we use to
collect the data. That is how we managed to reach the participants or the data,
mainly the questionnaire and the interview.

3-2-1: Data collection procedure

Data collection in the frame of this study consist of a questionnaire and a

personal interview. The French version of the questionnaire was administered
to the students from June 23th to 24th, 2016. The researcher was effectively
present at Mohamed 5 in four classes to apply the questionnaire to the
students. Some English Teachers applied it in the other classes during their
courses. I did not need any particular authorization because I work at
Mohamed 5. A total of 116 questionnaires were distributed in the (07) classes
of 3eme that is about 15 questionnaires per class. We told them that their

19
participation was voluntary. As it was anonymous, confidentiality was totally
guaranteed.

Out of 116, a total of 116 questionnaires were returned. That is 18 from

3eme1; 16 from 3eme 2; 17 from 3eme3; 15 from 3eme 4; 16 from 3eme 5; 18
from 3eme 6; and 16 from 3eme7. There is no conformity in the sample of the
different classes because all the students did no longer come to school when
we visited them as the school-year was ending.

After collecting the questionnaires, we noticed that the majority of them were
correctly filled in.In 3eme 1, among the 18 participants, we have 9 female
pupils which represents 50%; in 3eme 2 we have 7 female in 16 students
representing 43.75%; in 3eme 3 we have 05 female students among the 17
participants, it represent 29.41% ; in 3eme4 we have 6 girls among the 15
subjects and it represents 40%; in 3eme 5 we have 6 girls among the 16
subjects which leads to 37.50% ; in 3eme 6 we have 3girls representing
16.66% and lastly in 3eme 7 we have 06 girls which represents37.50%. All the
42 girls present during the administration of the questionnaire in the different
classes were taken into account that is 79.24% of female participation. Thus
girls represent 36.20% of the total subjects.

As far as the teachers are concerned, we tried to make an appointment with

each of them because any details coming from them as specialists could be
very important for us. Unfortunately they were so busy (doing last marks,
calculation of the averages…) that they all proposed to freely fill in the gaps at
home. This exercise took about a week for some of them, from 23th to 28th
June, 2016.

3-2-2: Research tools or instruments

3-2-2-1: The questionnaire

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 For this research work, the questionnaire has been written in French to give
the participants the opportunity to get the questions and freely answer them.
We have put the stress on the closed questions (yes or no) because we expect
for brief, precise and clear answers from the subjects. The questionnaire have
actually been done according to the objective of my research. It is divided into
(03) three main parts. The first part deals with the identification of the subjects
(gender, age, the class in which they are. These elementswill permit us tosee if
our sample is really representative.

The 2nd part is related to the interest of the learners for the English language in
general. The very last part is concerned with their attitudes towards CBA. It is
clear that, if they like English, they will do their uppermost to be performant
whatever the teaching.

3-2-2-2: The personal interview

The second instrument used by the researcher is the personal interview to have
the impressions of the teachers as practitioners on CBA in general and
specifically on the reaction on their students before the different tasks of CBA.
A series of questions were asked to each interviewee. It was conducted to
reinforce the data of the questionnaire in order to let the results of this research
work be more relevant.

3-2-4: The limitations of the study.

In the frame of this work, I was of course confronted with a set of difficulties.
In fact as the researcher had no prior teaching experience, it was quite difficult
to conduct the collection of data for the questionnaire and interviews without
any external help (advice). In fact I have benefited my supervisor’s advice.

3-3: The method of data analysis

21
 The analysis of the data through this research depends essentially on the
description of the data collection. That is we are to read carefully the
questionnaire and the interviews responses and to analyses the different
statistics that they provide. Therefore, we will deal with their qualitative
analysis.

CHAPTER 4: PRESENTATION AND ANALYSIS OF THE DATA

4-1-Presentation of the data

The data produced by the questionnaire and the personal interviews is

background of this research work. In this chapter the collected data will be
presented one by one. These data will record the responses of the participants
for each question. That is the data will summarize the frequency of responses
to each question.

4-1-1- Data collected with the questionnaire (quantitative approach).

The questionnaire is made up with three (03) main parts: Identification, the
interest for English and the attitudes of the pupils towards the CBA. The first
part will be concerned with gender, age and the classroom.

4-1-1-1- Demographic and geographical identification of the participants

22
 This part is interested in the subjects’ gender, their age and their classroom.
The students are asked to stick the appropriate answer. The data from this part
are summarized in this table.

Table1:

Classroom
3e1 3e2 3e3 3e4 3e5 3e6 3e7
Identification
M 9 9 12 9 10 15 10
Gender
F 9 7 5 6 6 3 6
From 10
to 16 10 9 11 7 6 9 5
year
From 17
to 20 7 6 6 8 10 8 11
Age
year
From 21
0 0 0 0 0 0 0
and more
No
1 1 0 0 0 1 0
response

4-1-1-2: The interest with the English language.

This part was designed to see how far students like English. So a set of 10
questions have been asked. The students were invited to make a choice among
the possible answers proposed to them. The data from this part are summarized
in these tables:

Table 2:

Questionnaire
Yes No Objective
number
Question 4 109 93.96% 07 6.03% To check if students like English
Question 5 56 48.27% 60 51.72% To see if students speak English alone
Question 6 44 37.93 72 62.06% To see if they speak English with their neighbor
Question 7 45 38.79 71 61.20% To see if they practice English in real life
Question 8 113 97.41% 03 2.58% To see if they aim to look like specialists

23
 Question 9 104 89.65 12 10.34% To see if they often listen to English songs

Table 3:

Question Never Sometimes Always Yes NO Objectives

Question10 12 1.31% 95 81.89% 09 7.75% To see if
they watch
English
‘emission
Question11 66 56.89% 32 27.58% 18 15.51% To see if
they are
curious
Question12 81 69.82% 35 30.17% To see if
they make
effort
Question13 64 55.17% 52 44.82% To see if
they work
outside
classroom

4-1-1-3: students’ attitude towards CBA

This part aims to found out if students of 3eme like CBA. The data from this
part are consigned in this table.

Table 4:

Question Yes NO NO response Objective

Question1 112 96.55% 2 1.72% 2 1.72% To see if they like their English
4 teacher
Question1 52 44.82% 6 53.44% 2 1.2% to see if they have good marks in
5 2 class
Question1 108 93.10% 5 4.31% 3 2.58% To see if they appreciate the
6 English courses
Question1 57 49.13% 5 49.13% 2 1.72% To see if they follow during the
7 7 course
Question1 77 66.37% 3 31.03% 3 2.58% To see if they participate in the

24
8 6 course
Question1 92 79.31% 2 18.96% 2 1.72% To see if they are reactive
9 2
Question2 61 52.58% 5 45.68% 2 1.72% To see if they are passive
0 3
Question2 66 56.89% 4 40.51% 3 2.58 To see if they are at ease with the
1 7 tasks
Question2 110 94.82% 4 3.44% 2 1.72% To see if they are confident when
2 working
Question2 99 85.34% 1 11.20 4 3.44% To see if they are curious,
3 3 ambitious

4-1-2: The data collected through the interviews

Table 5:

Answer Interview 1 Interview 2 Interview 3 Interview 4

Questions

Question 1 Yes Yes somehow Yes Yes

Question 2 Yes of course Yes I try Yes, but according to the I teach on the basis of
situation I use other CBA
approaches as well.
Question 3 Very difficult because I would say practical I find CBA in English I teach on the basis of
the conditions are not but teaching teaching somehow CBA.
quite good and there environment is not practical. It would be
are not available suitable in our helpful if the students or
materials for its context. Too many the majority of them could
implementation. Most students in classes afford the books. This

25
 of the students have lack of didactic situation makes it really
not books and materials. difficult to fully
textbooks. implement the approach.
Question 4 Yes they do because Some of them have More or less, depending Yes but not correctly.
they succeed in positive reaction but on the situation depicted They have some
answering questions others I would say the previously difficulties to express
during the courses and majority has really themselves.
show total motivation problem with English
during the English courses.
classes.
Question 5 As recommendations, As recommendations, Yes the first one would be I think that the program
the teachers and I would like number to make the books is so hard and it does not
students should be of students by class to affordable to the give us time to really
given necessary tools be reduced. The students’parents.The other work.
and environment for problem of electric would be teachers’
better implementation material for CBA to training because the
of CBA.The number be solved, the training national seminar revealed
of students by class of the teachers to be that many teachers are not
should be reduced or stressed on. quite familiar with CBA.
limited.

4-2 Analysis of the data

This section is concerned with the analysis of the data collected through our
research tools that are the questionnaire and the interviews.

4-2-1: Frequential analysis of data

The frequential analysis of the data is devoted to data collected through the
questionnaire. These data are viewed as statistical ones because they will be
analyzed in terms of percentage.

4-2-1-1: Analysis of the data from the questionnaire

26
The analysis of data from the questionnaire will focus on the different part of the
questionnaire that is the interest of students for English and also about their
attitude towards the CBA.

4-2-1-1-1: Interest with the English language.

As it can be noticed in table 2, the percentage of students who like English is

93.96% against 6.03%. Unfortunately, they do not correctly use it. Knowing that
English plays an undeniable role now in the world, those 6.03% may reject it
because of the ways they are taught.

Question 5-6 and 7 show that, 51.72% of students do not speak English alone,
62.06% do not speak it with their neighbor. Therefore their appreciation of
English may not be objective. For how can we be efficient in a language when
we do not daily practice?

Nevertheless a change is possible because 94.41% of students would like to

resemble the specialists one day. To reach this goal, the answers to question8
and 9 show that they often listen to the English songs. That position is
reinforced by question 10 through in which, they often watch some English
emissions. As to question 11 referring to their ambition, the desire to make some
efforts to master English in real day life, 69.82% of students gave a positive
answer. We have 44.62% who do not work outside classroom. The analysis of
this part shows that although the pupils assume that they like English, they need
to work hard in order to be efficient in it.

4-1-1-1-2: Students attitudes towards CBA

Question 14 related to students ‘appreciation about their teacher leads to the

teacher’s way of teaching. In fact 96.55% are supposed to appreciate their
teacher. If they really like their teachers, they will certainly like the courses.

27
Question 15 refers to the marks. For, students are always preoccupied by the
marks.That is if they have good mark in a discipline, they like that matter and its
teacher. Through this study, 53.44% of the subjects are not satisfied with their
marks.

Question 16 related to the way they are taught, 93.10% declare that they like the
way they are taught, perhaps by naivety in so far as the majority of them do not
have good marks.

Question 17 aiming to see if they are correctly follow the course, 49.13%
answered by “yes” and 49.13% by “no”. Knowing that concentration is very
important in the learning process, it is quite impossible for these 49.13% to be
good at English without following carefully what they are taught.

Question 18 concerning their participation,66.37% gave a positive answer while

31.03% did not. In fact these 31.03% are not to be neglected. They may not feel
at ease with the teaching approach.

Question 19: 79.31%of students are supposed to positively react to the course
and 18.96% do not. Perhaps if they are put in practical situation with suitable
didactic materials, they could be successful.

Question 20 checks their passivity in class. 52.58% of students said ‘yes’ against
45.68%.This situation is very preoccupant because the majority of them remain
passive during the course simply because they do not feel at ease with these
theoretical courses.

Question 21 aims to see if the pupils feel at ease with the different CBA’ tasks
they are given. Here 56.89% said ‘yes’ while 40.51% chose ‘no’ perhaps
because of the misunderstanding of the courses due to the lack of time for
instance.

28
Question 22 checks to see if students are confident. 94.82 answered by ‘yes’.
But being confident supposes that they clearly understand the courses and they
can easily do the different tasks without any problem. Unfortunately, it is not the
case.

Question 23 aims to see if they are ambitious in learning English, 85.34% gave a
positive answer. But ambition is to be materialized not only in class but also in
real life situation. However most of them remain passive in class, unable to
speak English and get good marks which could encourage them.

4-2-1-2: Qualitative analysis of data (data from the interviews).

In the process of analysis the data from the interview, the answer of each
interviewee for the different questions will be appreciated.

Question 1: As far as their familiarity to CBA is concerned, all the four teachers
are familiar to it even if one of them answered by ‘yes somehow’. That is, he
may have some difficulties or worries in the daily implementation of CBA.

Question 2: They all teach on the basis of CBA. But two interviewees cope with
it so that one they assume to use time to time other approaches when necessary.

Question 3: As to the practicality of CBA, two interviewees find it practical, one

find it somehow practical and the last one find it difficult. For them, the teaching
environment is not adequate in so far as the classrooms are overcrowded, there’s
a serious lack of didactic materials (some students don’t even have English
books).

Question 4: Concerning the reactions of the pupils during the courses, one
teacher says that they have positive attitude because they correctly answer the
question they are put and they are motivated during his classes. Two(02) assume
that, they have positive reaction but not correctly because they have some
difficulties to express themselves, they have real problems with English courses.

29
Another one answered by ‘more or less’ because for him it depends on the
situation depicted previously. All these observations mean that some teachers
master CBA than others. That is the learners’ understanding of the different
tasks of CBA may depends on the teachers’ skills or talent.

Question 5: related to their recommendations, they all suggest that the teaching
environment is to be improved. Thus the number of students per class is to be
reduced, the books should be affordable by the parents, classrooms are to be
well-equipped with didactic materials and teachers are not to be confronted with
electric problems for instance. The stress is to be put on teachers ‘training in
order to simplify the program for the teachers.

This chapter included the presentation and analysis of the data for the study. The
data from the data questionnaire and those from the interviews have been
achieved by using the table.

As general remark, after the analysis of the data from the questionnaire, we can
say that, even if students assume that they like English and the English ‘courses,
53.44% do not have good marks. They are also unable to correctly express
themselves in English.

As far as the interviewees are concerned, all of them are familiar to it because of
a set of environmental problems, it is very difficult for them to implement CBA.

4-3: Summary of the findings

This research work on the attitude of 3eme students towards CBA shows us that
the students like English and their English teachers in general.Unfortunately the
majority of the students do not practice that language, they are passive during
the course, and they do not use English outside classroom.

As to the teachers, they all teach on the basis of CBA and are familiar to it.
However, because of the teaching environment, they hold some negative

30
attitudes towards that approach. One of the teacher keep on using the former
methods when necessary to vehicle his message. This combination of methods
shows that some teachers do not master CBA yet because they are confronted
with some serious obstacles such as large size classes, lack of didactic materials,
non-adapted classrooms. Therefore it is quite difficult for learners to be
performant if there’re not well taught.

CHAPTER 5: Discussion of the results and recommendations.

This chapter is concerned with the discussion of the results of the present study
when making a comparison between its results and those of some other

31
researchers made in the same frame. It will also make a set of suggestions in
order to improve the implementation of CBA at GSM 5 of Bouake.

5-1: Discussion of the results

Here, a comparison is to be made between the similarities and differences

between the findings of this study and those of previous researchers.

The findings from this research questionnaire show us that even if students do
not have goods marks in English, they like the English language in general.

This is opposed to the study led by Abidin and al (2012:123) concerning the first
research question, the results of descriptive analysis shows that the overall mean
score of English language attitude (ELA) among the participants is
2.6167(SD=0.59177).This results reveals that the participants have negative
attitude towards learning English.

The results of this work show us that students in general are unable to correctly
express themselves either in classroom situation or in real life society. This
perception is shared in Liu (2009:101) by saying however, the English literacy
of the college students have generally been seen as unsatisfactory although most
of them have learned English for over six years, and the approach to teaching
has been ineffective, far from satisfying social needs(Dai,2001a, 2001b).

In the frame of this work, most of the teachers recognize that their students in
general have some difficulties with the different tasks of CBA even if some of
them are said to positively react time to time according to the context. This is
opposed to Kuate Tchuimeni(2008) cited in Nkwetisima (2012:159) for whom a
further analysis of the syllabus shows that its ultimate aim is to enable learners
to communicate orally and in writing effectively and efficiently in varied
situation, develop skill, knowledge of, and about the language in terms of
listening, speaking, reading and appropriate strategies of listening.

32
The interviews permit us to notice that, the teachers are not well-trained.
Therefore they would like to benefit from regular seminars of formation. This
view is conform to Nkwetisama (2012:519) who carried out an investigation
into the teaching of English in francophone schools in west region of Cameroon.
Her result showed that though qualified (i.e. trained) the teachers lacked the
appropriate methods adapted to the students ‘needs and interests’.

This research has also shown us that even if the teachers are all familiar to CBA,
they all mentioned the serious environmental problems they are daily confronted
with. In fact our classroom are overcrowded. The classroom are not always
adapted because of lack of electricity and didactic materials for the effective
implementation of CBA.It is similar to the study conducted by Defeng Li (1998)
cited inKarim (2004:20). A study with 18 South Korean Secondary English
School EFL10 teachers studying at a Canadian University to identify their
perceived difficulties in adopting CLT11. All participants answered a
written question and 10 were interviewed. The results of the study showed that,
the teachers reported that, they encountered difficulties in trying CLT approach
in their classes. The difficulties reported by Korean teachers fell into four
category “those caused by: i) by the teachers; ii) by students; iii) by the
educational system; iv) by CLT itself” (Li, 1998).

10
English as a Foreign Language

11
communicative Language Teaching

Through this study, as it has been stressed by a teacher, it is difficult to practice

CBA in so far as it is not only time consuming but also difficult to be
implemented because the students do not really know what they are asked to do
through the activities.

33
5-2: Recommendations

The majority of the pupils affirmed that they have a positive attitude towards
CBA.However they remain incapable to really practice English either orally or
in writing and so on and so forth. The classroom are to be equipped with
suitable didactic materials such as computers taking into account their needs or
interests. For instance as they assimilate joking and repeating, some video ‘plays
are to be introduced in the program. The whole program can also be revised in
order to adapt it to the social realities. Thus instead of these theoretical schools
we are to create some appropriate centers like ‘Study-Art; Study-sport etc.’

As English can represent a power to settle the problem of joblessness, the

stakeholders are to take it into more and more consideration. For that some
English films and other emissions like the English version of the newsreel are to
be presented on the national TV12. Some English’ emissions are to be done on
the popular radios. As in Cameroon, English can be taken as the second official
language.

12
television

Then dynamic English-clubs are to be required to each school’ founder so that

the learners can permanently be in contact with some other language users
(Students, specialists and even native speakers). For most of the time, students
learn by imitating.

34
Therefore for the effective implementation of CBA the English teachers of
GSM5 are to benefit from continuing training process. That is those who are
supposed to supervise them are to be well prepared.

As it has been mentioned by all the interviewees, the classrooms are to be

adapted to the implementation of CBA. That is, it is quite impossible to teach in
the darkened and overcrowded classroom for instance. Some supervisors are to
permanently control the private schools to verify if they are in conformity with
the regulations.

The teachers in the frame of this work, referred to didactic materials. In fact the
stakeholders are to associate the teachers to their decisions because their
proposals will surely take into account students’ desires.

One teacher of the teachers mentioned the difficulty of the CBA’program. This
remark seems to be very important. The program is to be simplified for them.
For if the teachers do not master the different tasks, how can they help the
learners?

CONCLUSION

“The attitude of the students learning English towards the CBA: a case study of
3e students at GSM5”, in other words, do students have positive or negative
attitude towards Competency-based approach?

35
We hypothesize in this work that if students have positive attitude towards
English, of course they will be performant or effective.

The main objective of this research was to examine the attitudes of 3eme
students at GSM5 towards the CBA in order to make some suggestions which
could permit us to improve the learners ‘level

In order to be successful in this research, a descriptive survey was used to find

out not only the learners ‘attitude but also those of their teachers.

The methodology for this study was both qualitative and quantitative because
the instruments we used to collect the data were questionnaire and a personal
interviews. In fact, a questionnaire in French was addressed to the students to
focus on their attitude towards CBA. A personal interviews was applied to the
teachers for a deep description of students before CBA.

These methods have permitted to reach our goals in so far as the analysis of the
data collected with the research tools showed that 3eme students at GSM5 have
positive attitude before the CBA. Nevertheless a set of issues are to be solved
for the effectiveness of this approach. For example lack of suitable
infrastructures to settle the question of large size classes, teaching efficiency are
to be faced with. The results of this research are so objective and deserve to be
taken into account in improving Education.

In fact, as the question were anonymous, there was no barrier as far as the
answers were concerned. The students and the interviewees freely expressed
their feelings, their hopes for the effectiveness of CBA at Mohamed5.

At the end of this work, we find it necessary to spread out this topic to the whole
Bouake educational zone and/or Ivorian context as a whole.

To reach these purposes, the following suggestions would be useful for

further researches:

36
 - When comparing the findings with related literature we notice that, the
learners have positive attitudes towards CBA in general. However, if we
are willing to be successful in the implementation of that teaching
‘approach, the focus is to be put on the proposals of the key actors that
are the pupils and their teachers. It would also be urgent to create
sufficient facilities; adequate didactic materials; a new policy to promote
that great language through our national Medias, a scholarship is to be
given to the best students for studying either in America or in Great
Britain in order to reward the talent.

- The subjects of this study are students of a private school, a research

about those in public schoolwould be necessary.
- The present research is just concerned with GSM5 Mohamed 5, other
zones like Bouake as a town; the region of Gbêkê13 or Côte d’Ivoire as a
whole could give the opportunity to deeply appreciate the use of CBA.
- The present work is interested in students of secondary school, another
study at university or primary schools would be useful.
- Itwould be important to find out in what way the “compulsory
school”could impact on CBA in Côte d’Ivoire?
- It would also be beneficial to associate the best pupils and teachers to the

13
the name of Bouake’s founder

Conception of the English books for instance so that the different activities can
be glued to their desires.

37
As to the stakeholders, some urgent measures such as the imposition of
only one English-book and teaching method to the teachers must be
taken. For that, those ones are to be submitted to some regular in service-
trainings.

38
Bibliography

- Abidin J.Z.Mohamed et al, EIL students’ attitudes towards learning English

Language: the case of Lybian Secondary School study (2012, 123).

- Al-Tamimi Atef et al, Motivation and Attitudes towards Learning English: A

study Petrolium Engineering Undergraduates at Hadrhramont, GEMA ontline
Journal of language studies, volume 9(2) 2009.

- Alzayed N.N.Y ‘The impact of the constructed Instructional program based on

communicative approach on the Eight Grade students’ attitudes towards speaking
English International Journal of Humanities and social science’ ( 2014:289)

- Bagarić Vesna, defining communicative competence, Metodica volume 8 br1;

(2007:96)

- De Clermont, Programmes éducatifs et Guide d’exécution-Anglais 3eme,

domaine de langues (DPFC), 20 Avril 2013

- Brown Roman, teaching English as a foreign or second language (TEF/SL),

Master of Art (2007).

- Canale and Swain “Theoretical bases of communicative approaches to the

second language teaching and testing “Applied Linguistics”.

- Chang Ming, EFL teachers ‘attitudes towards communicative language teaching

in Taiwanese college, Asian EFL Journal (2010)

- DFPC: Programmes Educatifs et Guide d’Exécution (Anglais): MENET-

Inspection Générale.

39
- Gökhan Bas, Reading attitudes of high school students: An analysis from
different variable, international Journal on new trends in Education and their
implication, April, May, June 2012 volume.

- Karim, Mohamed Rezault Khaled. Teachers ‘perceptions, attitudes, and

expectations about communicative language teaching (CLT) in post-secondary
education in Bangladesh, University of Victoria, 2004. (Unpublished).

Kleinert Jane et al, the importance of developing communicative competence, for

students with significant cognitive disabilities (2010).

- Liu Jonhong “A survey of EFL Learners’ attitudes towards information and

communication technology, English Language Teaching (2009:1001).

- Nkwetissama carlous“The competency-based approach to English language0

education and the walls between the classroom and the society in Cameroon;
Pulling down the walls, theory and practice in language studies, March 2012: p
520

- Weddel. K.S, Competency-based Education and Content Standards (2006: p 2)

- Wong Ruth “competency-Based English teaching and Learning: Investigating

pre-service teachers of Chinese’s learning Experience, “Porta Linguarium (2008:
p180-181) Hong Kong.

40
APPENDICES

APPENDIX A

List of the classrooms in which the questionnaire has been administered and that
of the teachers who were interviewed at GSM5.

No Classrooms submitted to the Name of the English teachers for the

questionnaire interview and their references
1 3eme1 Mr Agara /cell:08366675
2 3eme2 Mr traore/ cell:47245356
3 3eme3 Mr Michel/ cell:08423177
4 3eme4 Mr Theodore/ cell:47793605
5 3eme5
6 3eme6
7 3eme7

APPENDIX B

The questionnaire written in French has been administered to the 3eme students
of GSM5 in order to find out their attitudes towards the CBA.

As to the personal interviews, it was submitted to the English teachers so that

they expose their impressions towards that new teaching approach in Côte
d’Ivoire.

41
APPENDIX C

I-IDENTIFICATION (cocher la cage exacte)

1) SEXE : Masculin Féminin

2) AGE 10 à 16 ans de 17 à 20 ans 21 ans et plus

3) CLASSE : 3ème1 3ème 2 3ème 3 3ème 4

3ème 5 3ème 6 3ème7

II-L’INTERET DES ELEVES POUR LA LANGUE ANGLAISE

4- J’aime l’anglais. Oui Non

5- Je parle souvent l’anglais seul. Oui Non

6- Je parle souvent l’anglais avec mon voisin. Oui Non

7- Je parle souvent l’anglais avec mes amis en dehors de la classe. Oui
Non
8- Quand je vois des gens s’exprimer bien en anglais j’ai envie de faire comme

eux.
Oui Non
9- J’aime souvent écouter les chansons en anglais même si
je ne comprends pas tout le sens. Oui Non

42
 10- Je suis les émissions éducatives en anglais sur TV2, la
BBC et autres chaines. Jamais quelques fois, toujours

11- Je
cher
che toujours de nouveaux mots en anglais. Oui quelques fois Non
12- Lorsque je découvre un nouveau mot, je fais tout pour

l’utiliser souvent afin de ne pas l’oublier. Oui Non

13- Je m’exerce couramment en anglais même en dehors des travaux de
classe. Oui Non

III- L’attitude des élèves face à l’apprentissage par compétence

14) J’apprécie mon professeur d’anglais. Oui

Non
15) J’ai de bonnes notes en anglais. oui Non
16) J’aime assister aux cours d’anglais. Oui Non
17) En classe, je pense que tout doit venir de l’enseignant oui Non

18) J’hésite à lever la main même quand j’ai bonne réponse Oui Non

19) Je participe toujours aux activités de classe. Oui Non

20) Je ne réagis au cours d’anglais que si on m’interroge Oui Non

21) Le temps qu’on nous donne par activité est largement suffisant Oui Non
22) J’apprécie que le professeur circule dans les rangées
pour voir nos travaux et nous guider. Oui Non

23) En plus des livres d’anglais, j’apprécierais que les cours

d’Anglais soient plus pratiques (films, écoutes radiophoniques …)
Oui Non

43
APPENDIX D

I-IDENTIFICATION (stick the good answer)

1- SEX : Male Female

2- AGE From 10 to 16 de 17 à 20 21 and more

3- CLASSROOM : 3eme1 3eme 2 3eme 3 3eme 4

3eme 5 3eme 6 3eme7

II- Students interest with English

4- I like English. Yes No

5- I often speak English. Yes No

6- I often speak English with my neighbour. Yes No

44
 7- I often speak English with my friends outside the classroom. Yes
No
8- When I see well expressing himself in English, I would like to do
like them.
Yes No
9- I often like listening to English songs even if I don’t get all the
meaning. Yes No

10- I follow the English educative emissions on TV2, BBC and other
channels. Never
Sometimes Always

11- I always look up new words in English. yes sometimes No

12- When I find out a new word I do my uppermost to often use it

in order not to forget it. yes No

13- I commonly do English exercises even outside the classroom
activities yes No

III- The attitude of students towards the CBA

14- I like my English teacher. Yes No

15- I have good marks in English. Yes No
16- I
like
participating in the English courses. Yes No

45
 17- During the class everything must come from the teacher. Yes No

18- I will hesitate to raise up my finger when I know the right answer. Yes

No

19- I always participate in theclassroom activities.Yes No

20- I only react in class when I am point out by the teacher Yes No
21- The time provided per activity is quite enough.Yes No
22- I like to see the teacher moving in the rows to appreciate what we are doing to
guide us. Yes No

23- In addition to the English books, I would like the English courses be more practical (films,

Radio listening. Yes No

APPENDIX E

Answer Interview 1 Interview 2 Interview 3 Interview 4

Questions
Question 1 Yes Yes somehow Yes Yes
Question 2 Yes of course Yes I try Yes, but according to the I teach on the basis of
situation I use other CBA
approaches as well.
Question 3 Very difficult because I would say practical I find CBA in English I teach on the basis of
the conditions are not but teaching teaching somehow CBA.
quite good and there environment is not practical. It would be
are not available suitable in our helpful if the students or
materials for its context. Too many the majority of them could
implementation. Most students in classes afford the books. This

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 of the students have lack of didactic situation makes it really
not books and materials. difficult to fully
textbooks. implement the approach.
Question 4 Yes they do because Some of them have More or less, depending Yes but not correctly.
they succeed in positive reaction but on the situation depicted They have some
answering questions others I would say the previously difficulties to express
during the courses and majority has really themselves.
show total motivation problem with English
during the English courses.
classes.
Question 5 As recommendations, As recommendations, Yes the first one would be I think that the program
the teachers and I would like number to make the books is so hard and it does not
students should be of students by class to affordable to the students’ give us time to really
given necessary tools be reduced. The parents. The other would work.
and environment for problem of electric be teachers’ training
better implementation material for CBA to because the national
of CBA. The number be solved, the training seminar revealed that
of students by class of the teachers to be many teachers are not
should be reduced or stressed on. quite familiar with CBA.
limited.

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