HIGHLIGHTS
- What: This research seeks to contribute to the ongoing debate on English language teaching reform and inform the development of more effective pedagogies that enhance secondary English language learning in Uganda. The study aimed to gather in-depth insights into the experiences and opinions of teachers, shedding light on the limitations of these conventional approaches. The study findings showed that the teacher-centeredness of the traditional methods in English language instruction focus on memorization of the English language concepts as given by the teacher rather than understanding them.
- Who: NR from the School of Education . . .
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