Evaluating the teaching of writing in advanced EFL classes in the context of competency-based approach: Case of some secondary schools of Benin republic

Abstract

This article aims fundamentally at investigating into the teaching of writing in advanced classes in some secondary schools in Benin. It also attempts to survey advanced EFL learners’ attitudes towards the writing skill. In Benin context, one can notice that students give up merely and simply the writing composition during national exams. This paper intends to find out the possible factors that hinder the teaching and the practice of writing respectively by EFL teachers and advanced EFL learners. Field survey is used and the target population was teachers and students in advanced EFL classes of some secondary schools in Benin. The findings reveal that most EFL teachers do not focus on the teaching of writing and EFL learners do not take that skill seriously and even fail to deal with it during examinations. The work concludes that a change in mind and attitude is necessary for both teachers and students to improve the teaching/learning of writing skill in the context of the Competency-Based Approach in Benin Republic.