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Asadi Dezfouli, Mahsa, Askari, Mohammad Iman, Rezaee, Mehrdad. (1405). The Impact of the Competence-Based Model on Advanced EFL Learners’ Academic Writing Skills: A Study of Efficacy, Benefits, and Challenges. پژوهشنامه مدیریت اجرایی, (), 137-159. doi: 10.22080/iselt.2026.31174.1168
Mahsa Asadi Dezfouli; Mohammad Iman Askari; Mehrdad Rezaee. "The Impact of the Competence-Based Model on Advanced EFL Learners’ Academic Writing Skills: A Study of Efficacy, Benefits, and Challenges". پژوهشنامه مدیریت اجرایی, , , 1405, 137-159. doi: 10.22080/iselt.2026.31174.1168
Asadi Dezfouli, Mahsa, Askari, Mohammad Iman, Rezaee, Mehrdad. (1405). 'The Impact of the Competence-Based Model on Advanced EFL Learners’ Academic Writing Skills: A Study of Efficacy, Benefits, and Challenges', پژوهشنامه مدیریت اجرایی, (), pp. 137-159. doi: 10.22080/iselt.2026.31174.1168
Asadi Dezfouli, Mahsa, Askari, Mohammad Iman, Rezaee, Mehrdad. The Impact of the Competence-Based Model on Advanced EFL Learners’ Academic Writing Skills: A Study of Efficacy, Benefits, and Challenges. پژوهشنامه مدیریت اجرایی, 1405; (): 137-159. doi: 10.22080/iselt.2026.31174.1168

The Impact of the Competence-Based Model on Advanced EFL Learners’ Academic Writing Skills: A Study of Efficacy, Benefits, and Challenges

Interdisciplinary Studies in English Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 06 مهر 1405
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22080/iselt.2026.31174.1168
نویسندگان
Mahsa Asadi Dezfouli1؛ Mohammad Iman Askari* 2؛ Mehrdad Rezaee3
1Department of English Language, CT.C., Islamic Azad University, Tehran, Iran
2Assistant Professor, Department of English Language, CT.C, Islamic Azad University, Tehran, Iran
3Assistant Professor, Department of English Language, CT.C, Islamic Azad University, Tehran
تاریخ دریافت: 12 بهمن 1404،  تاریخ بازنگری: 25 تیر 1405،  تاریخ پذیرش: 29 تیر 1405 
چکیده
This study investigated the effectiveness of a Competence-Based Model (CBM) (Byram, 1997) for enhancing advanced EFL learners’ academic writing skills. A quasi-experimental design was employed to compare the performance of students taught using the CBM with those who received traditional instruction. The experimental group engaged in project-based learning, intercultural interaction, and self-regulated tasks grounded in Byram’s intercultural competence theory and sociocultural strategies. Quantitative data analyzed through MANCOVA revealed significant improvements across all writing components, grammar, vocabulary, organization, content, and style, with a large multivariate effect size indicating the substantial impact of the CBM. However, effect sizes for individual components were moderate, suggesting room for further refinement. Qualitative findings supported the quantitative results, highlighting learners’ appreciation for practical application, cultural awareness, autonomy, and increased confidence. Despite these positive outcomes, challenges such as learner resistance, insufficient teacher training, resource demands, and technological constraints were identified. The study concluded that while the CBM effectively improved academic writing skills and aligned with global trends in competency-based education, successful implementation required stakeholder engagement, targeted training, and institutional support.
کلیدواژه‌ها
Academic Writing؛ Competence-Based Model؛ EFL Learners؛ Intercultural Competence
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