Abstract

Background: The competence–performance distinction introduced by Chomsky has been a cornerstone in linguistics, yet its implications for English as a Foreign Language (EFL) learners remain underexplored. Many EFL students demonstrate adequate linguistic competence but struggle to transfer this knowledge into accurate and fluent performance. Addressing this gap is vital for both theoretical understanding and effective pedagogy.
Aims: This study aimed to investigate the competence–performance gap among Arabic-speaking EFL learners from a Chomskyan perspective. Specifically, it examined the extent to which learners’ grammatical knowledge translates into performance, and how cognitive, affective, and pedagogical factors contribute to this gap.
Methods & Procedures: A mixed-methods design was adopted involving 132 undergraduate EFL learners at the University of Diyala. Standardized grammar and vocabulary tests were used to assess competence, while oral and written production tasks measured performance. Learners also completed anxiety and motivation questionnaires. Quantitative data were analyzed using t-tests, correlations, and regression models, while qualitative interviews provided insights into learners’ experiences. Ethical approval was secured and informed consent obtained from all participants.
Outcomes & Results: Findings revealed a significant disparity between competence and performance scores. Learners demonstrated higher competence in grammar and vocabulary than they were able to apply in communicative tasks. Regression analyses identified language anxiety, limited exposure to authentic input, and reliance on rote instruction as major predictors of the performance gap. Qualitative data reinforced these results, highlighting the role of classroom practices and affective constraints.
Conclusions & Implications: The study confirms the persistence of a competence–performance gap among EFL learners and emphasizes the need to address both linguistic knowledge and performance conditions. Pedagogically, the findings suggest integrating communicative approaches, reducing anxiety through supportive classroom environments, and providing richer exposure to authentic input. Theoretically, the study extends Chomsky’s distinction into applied linguistics, demonstrating its relevance for understanding learner variability in EFL contexts. These results carry important implications for curriculum design, teacher training, and inclusive pedagogical strategies.