An investigation of Libyan EFL teachers’ conceptions of the communicative learner-centred approach in relation to their implementation of an English language curriculum innovation in secondary schools
This phenomenographical investigation explores conceptions of the communicative learner-centred approach (CLCA) held by a sample of Libyan English foreign language teachers (EFL) in relation to their implementation of an English language curriculum innovation in secondary schools. A mixed approach e...
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Durham University
2011
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535588 |