en A Comparative Analysis of Competency-Based and Traditional English Language Teaching Models in Vietnamese Universities تخصصي Special پژوهشي Research <span style="font-size:12pt"><span style="line-height:normal"><span new="" roman="" style="font-family:" times=""><span style="font-size:10.0pt">This study presents a comparative analysis of Competency-Based Language Teaching (CBLT) and traditional English teaching models in the context of Vietnamese regional universities. Drawing on national reforms such as the 2018 General Education Program and the National Foreign Language Project, the research aims to evaluate the pedagogical effectiveness, curriculum orientation, assessment practices, and learning outcomes associated with both models. A mixed-methods design was employed, including surveys with 250 students and 30 instructors across five local universities, supplemented by curriculum document analysis and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and ANOVA, while qualitative data were thematically coded to uncover key perceptions and implementation challenges. Findings reveal that while traditional models offer structural clarity and familiarity, CBLT demonstrates stronger alignment with 21st-century skills, communicative competence, and learner autonomy. However, challenges such as inadequate infrastructure and limited teacher training hinder full implementation. The study concludes with practical recommendations for phased adoption of CBLT through localized curriculum reforms, faculty development programs, and integration of digital tools.<span style="display:none">Top of FormBottom of Form</span></span></span></span></span><br> <br type="_moz" > &nbsp; <span style="font-size:12pt"><span style="line-height:normal"><span new="" roman="" style="font-family:" times=""><span style="font-size:10.0pt">This study presents a comparative analysis of Competency-Based Language Teaching (CBLT) and traditional English teaching models in the context of Vietnamese regional universities. Drawing on national reforms such as the 2018 General Education Program and the National Foreign Language Project, the research aims to evaluate the pedagogical effectiveness, curriculum orientation, assessment practices, and learning outcomes associated with both models. A mixed-methods design was employed, including surveys with 250 students and 30 instructors across five local universities, supplemented by curriculum document analysis and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and ANOVA, while qualitative data were thematically coded to uncover key perceptions and implementation challenges. Findings reveal that while traditional models offer structural clarity and familiarity, CBLT demonstrates stronger alignment with 21st-century skills, communicative competence, and learner autonomy. However, challenges such as inadequate infrastructure and limited teacher training hinder full implementation. The study concludes with practical recommendations for phased adoption of CBLT through localized curriculum reforms, faculty development programs, and integration of digital tools.<span style="display:none">Top of FormBottom of Form</span></span></span></span></span><br> <br type="_moz" > <br> <br> &nbsp; competency-based language teaching (CBLT), traditional teaching models, English language teaching, Vietnamese universities competency-based language teaching (CBLT), traditional teaching models, English language teaching, Vietnamese universities tnamese universities 114 125 http://ijreeonline.com/browse.php?a_code=A-10-1308-1&slc_lang=en&sid=1 Manh Ha Luong Manh Ha Luong lmha.dhtt2024@gmail.com 10031947532846003758 10031947532846003758 Yes Tan Trao University, Tuyen Quang Province, Hanoi, Vietnam Tan Trao University, Tuyen Quang Province, Hanoi, Vietnam