Learning by Doing: Aligning Project-Based Learning with CBA Principles in Algerian EFL Schools

The current study aimed to investigate the practical implementation of project work within the framework of the Competency-Based Approach (CBA) in Algerian secondary school English as a Foreign Language (EFL) classrooms. Recognizing the pedagogical shift intended by the CBA, the study specifically examined whether project-based learning (PBL) activities were being utilized to foster the development of core competencies – communication, problem-solving, critical thinking, and collaboration – as mandated by the national curriculum. Employing a descriptive research design, data was collected via a questionnaire distributed to a purposive sample of 50 English language teachers across various secondary schools in Constantine, Algeria. Twenty teachers provided complete responses, constituting the study’s participant pool. The findings revealed a significant gap between the theoretical foundations of the CBA and its practical application in the classroom. Teachers tended to focus more on the final product of projects rather than emphasizing the process-oriented aspects that are central to developing key competencies like communication, problem-solving, and critical thinking. This focus on the end result neglects the very aspects of PBL, such as sustained inquiry, iterative refinement, collaborative negotiation, and reflective practice, that are fundamental to nurturing the key competencies central to the CBA’s philosophy. This observed discrepancy strongly challenges the current suitability and effective integration of the CBA within the specific constraints and realities of the Algerian EFL educational context. As a possible solution, some Algerian scholars recommend integrating more authentic materials into EFL classes to engage students in real-world issues. However, future research could explore additional perspectives through larger surveys or qualitative methods such as case studies, involving interviews with curriculum designers, inspectors, and teachers. Additionally, classroom observations could provide deeper insights into students’ engagement and interaction in project-based learning. The study suggests that improving teachers’ practices with project work alone is insufficient. A comprehensive curriculum reform is needed to align more closely with the principles of the CBA and better cater to the needs of Algerian secondary school learners, where English remains a foreign language. This calls for a reconsideration of the educational approach to ensure its relevance and effectiveness in the Algerian context.