This paper shows how a study in educational sciences focused on the concept of "competence" can bring about changes in the pedagogical methods used when training engineers. Instead of using personality traits to understand innovators, a PhD study focused on practices and competencies revealed that, amongst other things, self-directed learning skills are of prime importance in the success of innovation processes. This led the teaching staff of a French engineering school to set up a project aimed at integrating self-directed learning into the curriculum. Applied to English language learning, the system described here is based on an alternation between active and reflexive phases. It also provides students with continuous support, thus transforming the role of the teachers into facilitators. Consequently, the development of students' linguistic skills requires an evolution in teachers' professional competencies.