Competency-based approach in student-centred English language learning: Interdisciplinary opportunities and pedagogical effects

Background. The article focuses on the application of the competency-based approach in student-centred English language learning for master's students across various specialisations. The rationale for the study stems from the need to integrate language training with professional activities in the context of globalisation, which requires the formation of students' ability to use English for solving professional tasks.

Purpose. The aim of the paper is to identify the potential of the competency-based approach to enhance the effectiveness of the educational process and to foster professional competencies.

Materials and methods. The materials and methods include theoretical analysis of literature, a survey of students and university instructors, pedagogical observation, analysis of students’ learning outcomes, and statistical data analysis.

Results. The application of a competency-based approach in student-centered English language education provides significant advantages, supported by contemporary research. Motivation is enhanced by linking the studied material to students’ professional needs, which aligns with andragogical principles. The development of critical thinking occurs through solving complex tasks that require analysis and synthesis of information. Improvement of communicative skills is ensured by using interactive methods and group work, which is particularly relevant in the context of globalization of professional activities. The integration of language and professional education promotes the formation of professional identity, while fostering continuous learning skills through independent language study strategies lays the foundation for lifelong learning in the context of a rapidly changing labor market. The proposed approach increases motivation, improves professional communication, develops self-directed learning skills, and enhances confidence in using English in professional contexts. Instructors report increased student engagement, better quality of task completion, development of critical thinking, and growth in intercultural competence. The study also identifies certain limitations, including difficulties in assessing competencies, the need for teacher training, and resource constraints. A step-by-step implementation is recommended, involving authentic materials, interactive methods, and collaboration with employers.