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Abstract This article examines the changes in English Language teaching in Malaysia since its independence in 1957. It traces the problems encountered as the methodology for teaching English changed from a structural‐situational approach to a communicative approach. To illustrate the paradigmatic shift from knowledge‐based rote learning to self‐access learning that promotes independence and life‐long learning, and to produce manpower that can think creatively and critically, the Smart Schools Project and the extensive reading programmes are discussed.
Ambigapathy Pandian (Tue,) studied this question.
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