Abstract

Since the adoption of the Competency-Based Approach (CBA) to teaching English language in the French speaking subsystem in Cameroon, scholars have hitherto investigated the level of implementation and the various strategies of successful teaching according to the CBA principles, leaving aside the aspect of evaluation. Using an ethnographic approach of data collection and document analysis, this paper sets out to demonstrate how learners’ skills can be better developed by using an integrated skill instruction formulation during evaluation. The study concludes suggesting the national examination board to review the structure and content of examination subjects, and teachers to be both creative and imaginative in the process of lesson planning and teaching.

Keywords: Integrated skills, Competency-Based Approach (CBA), Ethnographic approach