Developing a Competence-Based Framework for Fostering Advanced EFL Learners’ Academic Writing Proficiency

Asadi Dezfouli, Mahsa; Askari, Mohammad Iman; Rezaee, Mehrdad

doi:10.22080/iselt.2026.30331.1142

Developing a Competence-Based Framework for Fostering Advanced EFL Learners’ Academic Writing Proficiency

Document Type : Original Article

Authors

Department of English Language, CT.C., Islamic Azad University, Tehran, Iran

10.22080/iselt.2026.30331.1142

Abstract

This study developed and evaluated a competence-based framework (CBF) for teaching academic writing to advanced English as a Foreign Language (EFL) learners. The framework uniquely integrated Byram’s intercultural competence theory and Lie’s sociocultural strategies to address learners' multifaceted challenges. Initial interviews with 30 advanced Iranian learners identified major difficulties: grammar/syntax (83.33%), vocabulary limitations (73.33%), unfamiliarity with English academic conventions (80%), limited practice (86.67%), and psychological factors (70%). Guided by these insights, the developed CBM was tested using a quasi-experimental design. Sixty learners were divided into experimental and control groups. The experimental group received CBF instruction, while the control group followed standard methods. Pre- and post-intervention argumentative essays were assessed using Jacobs’ rubric. Statistical analysis showed the experimental group achieved statistically significant improvements across all writing components (Grammar, Vocabulary, Organization, Content, Style), with a large effect size (η² = 0.548) and high observed power (0.999). Post-intervention interviews revealed participants perceived increased writing confidence, better intercultural interaction, and enhanced cultural awareness. However, implementation challenges, such as learner resistance, insufficient educator training, and resource constraints, were noted. The study concludes that a CBF explicitly integrating intercultural and sociocultural dimensions effectively enhances the academic writing skills of advanced EFL learners, promoting both learner autonomy and intercultural competence. Successful adoption, however, necessitates addressing the identified practical barriers of teacher preparation and resource availability.

Keywords

Main Subjects

Copyright © 2026 The Author(s). Published by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

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