Dissertation (MA Linguistics)This study aimed at evaluating the effectiveness of eclectic approach in teacher education in an ESL situation. The effectiveness was measured based on the awareness of English tutors and student-teachers of eclectic approach and on the extent the tutors applied the approach in the English language classroom. The focus of the study was on teachers’ colleges where teachers are prepared professionally. The assumption is that low level of achievement of students in primary and secondary schools is because of ineffective teaching of the teachers who qualified from these teachers‟ colleges. Three teachers‟ colleges in the Mtwara region were studied. A total of five English tutors and 45 student-teacher respondents were involved in the study. The tutors were subjected to classroom observation and interview while student-teachers were administered a questionnaire in addition to interviewing. To enrich the study findings, other secondary data collection instruments like reviewing of documents were included in the study. The documents such as English language modules for diploma and certificate courses and lesson-plans of tutors were reviewed. The study employed qualitative data analysis methods whereby the data obtained from classroom observation, questionnaires and interviews were analyzed through content analysis. Based on the findings, the study recommends the continued teaching of eclectic approach so that it could be used effectively in ESL situations. Also, the stake holders should address other problems like shortage of study materials and provision of proper teacher-learner environment for successful ESL teaching-learning to take place.