Abstract            Volume:14  Issue-7  Year-2026         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

Teaching English as a Foreign Language (EFL) in Benin has faced persistent challenges despite the adoption of the Competency-Based Approach (CBA). Teachers often dominate classroom discourse, leaving students passive and demotivated, which hinders the development of communicative competence. This study investigates the comparative effectiveness of the CBA and the Silent Way Method (SWM) in fostering learner autonomy and oral communication. A mixed-methods, triangulated design was employed, involving 20 teachers and 130 learners from two public secondary schools, using questionnaires, semi-structured interviews, and classroom observations. Findings revealed that while teachers value the CBA in principle, its implementation remains ineffective, largely due to insufficient training, large class sizes, and resistance to pedagogical change. Students reported low motivation, limited responsibility in their own learning, and rare opportunities to speak English in class. However, both teachers and learners recognized the potential of the Silent Way to reduce Teacher Talking Time, increase Students' Talking Time, and enhance communicative skills. The study argues for the integration of SWM techniques into CBA classrooms as a practical bridge between the reform's theoretical intentions and its classroom realities, and outlines implications for teacher training, classroom practice, and educational policy in Benin.

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