do the different components of cbte approach affect efl students’ speaking proficiency in online classes?

With the existence of the recent contagious disease, named covid19, the majority of occupations have been involved with the pandemic. educational institutions and schools were not exceptional, and as it can be seen in the recent 2 years, online classes have got too much popularity to prepare learning situations available even in lockdown among teachers and learners. i designated a group of efl teachers, almost 30 cases from dissimilar cities of iran, to estimate the impact of the competency-based approach to teacher education (cbte) in their teaching pragmatic performance to estimate its impact on their learners’ speaking proficiency. to clarify, i have been teaching this group of teachers for more than 6 months based on the different components of cbte to enhance their preparation for teaching pragmatically based on cbte approach. i received their comments regarding the effect of the 6-month_course on their ability in teaching different tasks, specifically those related to speaking skills. this qualitative research paper had criterion sampling and was developed according to phenomenological design.all data were collected by questionnaires and online audio interviews and it studies whether training of teaching different tasks based on cbte approach, which improves the teachers’ skill and ability to teach influentially the speaking skills, impacts efl learners’ proficiency. at the final stage of the research, the results figure out that there was an improvement in efl students’ speaking proficiency in online classes by enhancing the teachers’ activities in accordance with specific factors of cbte. all organizing and analyzing tables displaying the fact proved by data and their implications are provided in the result and discussion section.