Competency-Based Language Teaching (CBLT) is an approach to language teaching that focuses on what the learners can do with the language rather than how much they know about the language. This research explores the effectiveness and challenges of implementing CBLT in the teaching of EFL writing at the intermediate level in Bangladesh. In the current educational context, students often struggle with functional writing despite years of English education. The study investigates how a shift toward competency-based instruction can bridge this gap by focusing on specific, measurable skills such as formal correspondence, report writing, and creative expression. Through a tentative analysis of classroom observations and teacher feedback, the research identifies that while CBLT offers a promising path toward communicative proficiency, it faces significant hurdles including traditional assessment methods, teacher training deficits, and resource constraints in Bangladeshi colleges. The article emphasizes that for writing instruction to be truly effective, it must be aligned with real-world competencies. The findings suggest that a more learner-centered, performance-based approach can significantly improve the quality of EFL writing. The paper concludes by recommending a systematic revision of the intermediate English curriculum to better incorporate CBLT principles, ensuring that students are not just learning "about" writing, but are becoming competent writers in English.

Keywords: CBLT, EFL Writing, Intermediate Level, Bangladesh Pedagogy, Competency-Based Education, Performance Assessment.