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dc.contributor.author Mooko, T.
dc.date.accessioned 2008-07-24T11:23:17Z
dc.date.available 2008-07-24T11:23:17Z
dc.date.issued 2005-03
dc.identifier.citation Mooko, T. (2005) The use of research and theory in English language teaching in Botswana secondary schools, Educational Studies, Vol 31, No.1, March, pp. 39-53 en
dc.identifier.issn 0305-5698 (print)
dc.identifier.issn 1465-3400 (online)
dc.identifier.uri http://hdl.handle.net/10311/165
dc.description.abstract The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and individual creativity. en
dc.language.iso en en
dc.publisher Carfax Publishing, Taylor & Francis Group. http://www.informaworld.com/smpp/title~content=t713415834 en
dc.subject Botswana en
dc.subject Language en
dc.subject Research en
dc.subject Second language en
dc.subject Teaching en
dc.title The use of research and theory in English language teaching in Botswana secondary schools en
dc.type Article en


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