The purpose of this study is to find out the challenges faced by teachers in the process of implementing the Competency-Based Approach (CBA) in teaching English as a Foreign Language (EFL) in Mali. The sample size of the study consisted 92 teachers and 5 regional pedagogical inspectors. quantitative and qualitative data were collected using the questionnaire and interview guide. Quantitative data were analyzed using SPSS 25, while qualitative data were thematically analyzed to complement the quantitative findings. Findings revealed that EFL teachers faced enormous challenges in the implementation of CBA. The most frequently mentioned challenges were limited teaching time, large class sizes, and a shortage of CBA materials further complicate the implementation of CBA in EFL classes. The examination-oriented syllabus prioritizes curriculum completion over demonstrating competencies, and practical applicability is further hindered by language barriers, time constraints, and limited collaboration among teachers.
Magassouba et al. (Sat,) studied this question.