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dc.contributor.authorkemboi, Julius-
dc.contributor.authorOsman, Ahmed-
dc.date.accessioned2017-06-02T08:38:15Z-
dc.date.available2017-06-02T08:38:15Z-
dc.date.issued2015-
dc.identifier.citationKemboi Julius, Ahmed Osman,"Role-Play Technique as an Antecedent of Performance in English Language: Evidence from Secondary Schools in Wareng District, Uasin Gishu County, Kenya "in Journal of Education and Practice,Vol.6, No.5, 2015.en_US
dc.identifier.issn2222-1735-
dc.identifier.issn2222-288X-
dc.identifier.urihttp://localhost:8080/xmlui/handle/1/150-
dc.descriptionThis Article contains References.en_US
dc.description.abstractIn Kenya, there is a national concern over English language dismal performance over the years in Kenya Certificate of Secondary Education (K.C.S.E). Blame has been put on teachers of English language for relying on techniques that favor them at the expense of their students. This article therefore sought to assess the use of role-play technique as the most appropriate technique to improve performance in K.C.S.E English language. Moreover, it sought to establish the attitude of both teachers and students towards the use of role-play technique. Findings, conclusion and recommendations are presented.en_US
dc.language.isoenen_US
dc.subjectRole-play technique, attitude,performanceen_US
dc.titleRole-Play Technique as an Antecedent of Performance in English Language: Evidence from Secondary Schools in Wareng District, Uasin Gishu County, Kenyaen_US
dc.typeArticleen_US
Appears in Collections:Journal Articles

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