IMPACT OF CONTENT AND LANGUAGE INTEGRATED LEARNING ON STUDENTS SPEAKING PROFICIENCY AT PRIMARY LEVEL IN KHYBER PAKHTUNKHWA

http://dx.doi.org/10.31703/gesr.2022(VII-II).57      10.31703/gesr.2022(VII-II).57      Published : Jun 2022
Authored by : Zaheer Ullah , Ghani Rahman , Laraib Rahat

57 Pages : 607-616

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Cite this article

    APA : Ullah, Z., Rahman, G., & Rahat, L. (2022). Impact of Content and Language Integrated Learning on Students' Speaking Proficiency at Primary Level in Khyber Pakhtunkhwa. Global Educational Studies Review, VII(II), 607-616. https://doi.org/10.31703/gesr.2022(VII-II).57
    CHICAGO : Ullah, Zaheer, Ghani Rahman, and Laraib Rahat. 2022. "Impact of Content and Language Integrated Learning on Students' Speaking Proficiency at Primary Level in Khyber Pakhtunkhwa." Global Educational Studies Review, VII (II): 607-616 doi: 10.31703/gesr.2022(VII-II).57
    HARVARD : ULLAH, Z., RAHMAN, G. & RAHAT, L. 2022. Impact of Content and Language Integrated Learning on Students' Speaking Proficiency at Primary Level in Khyber Pakhtunkhwa. Global Educational Studies Review, VII, 607-616.
    MHRA : Ullah, Zaheer, Ghani Rahman, and Laraib Rahat. 2022. "Impact of Content and Language Integrated Learning on Students' Speaking Proficiency at Primary Level in Khyber Pakhtunkhwa." Global Educational Studies Review, VII: 607-616
    MLA : Ullah, Zaheer, Ghani Rahman, and Laraib Rahat. "Impact of Content and Language Integrated Learning on Students' Speaking Proficiency at Primary Level in Khyber Pakhtunkhwa." Global Educational Studies Review, VII.II (2022): 607-616 Print.
    OXFORD : Ullah, Zaheer, Rahman, Ghani, and Rahat, Laraib (2022), "Impact of Content and Language Integrated Learning on Students' Speaking Proficiency at Primary Level in Khyber Pakhtunkhwa", Global Educational Studies Review, VII (II), 607-616
    TURABIAN : Ullah, Zaheer, Ghani Rahman, and Laraib Rahat. "Impact of Content and Language Integrated Learning on Students' Speaking Proficiency at Primary Level in Khyber Pakhtunkhwa." Global Educational Studies Review VII, no. II (2022): 607-616. https://doi.org/10.31703/gesr.2022(VII-II).57