Dissertation (MA Education)This study is about assessment of the implementation trend of learner-centred approach in English language primary school classrooms in Tanzania. It explores the strategies used by primary school teachers in teaching and learning, assesses the extent to which the strategies that teachers used reflect learner-centred approach in English language teaching in primary school classrooms as well as explores teachers’ opinion on the effectiveness of the strategies used in the implementation of learner-centred approach in primary schools. The study employed both quantitative and qualitative approaches. A case study and cross-sectional survey designs were used during data collection from 80 respondents through observation, questionnaires, interview and focused group discussion. The findings revealed that despite the appropriateness of LCA, its application in English language classes is still very unproductive due to the reasons such as resource constraints, large class sizes, inadequate in-service training, and pressure to cover topics, difficultness of the language and poor motivation among teachers and pupils. The study concludes that LCA is appropriate in teaching English language in Tanzania. However, there are contextual factors that hinder the effective implementation. It is therefore recommended that head teachers need to reinforce the whole process of teaching and learning. Also, the Ministry of Education, Science, technology and training vocational should ensure there are enough teaching and learning materials.