Perceived Effects of Drama-Based Strategies on Student- Teachers’ English-Speaking Skills in Rwanda’s Teacher Training Colleges
Baudouin Habingabwa, Anthony Kamanzi & Pravda MfurankundaUniversity of Rwanda, College of Education, School of Languages and Social Sciences Education, Kigali,RwandaEmail: bhabingabwa@gmail.com Abstract: Although drama-based strategies have increasingly been recognised as learner-centred approaches that promote active participation and authentic language use, empirical evidence regarding their perceived effectiveness within Rwandan TTCs remains limited. Guided by Communicative Competence…