Challenges in teaching and learning English as a second language in rural schools

English is a language which enables every nation to communicate without boundaries hence it became a global lingua fanca. English language skills act as a colonial legacy and symbolize the success and social class in certain countries. Nonetheless it is important to have a proficiency in English language (EL) to participate in global academic, professional and social world. However, quality English language instruction is not consistent for all contexts around the world, notably it is limited in rural areas. This literature review, under the topic ‘Challenges in Teaching English as a Second Language in Rural Schools,’ aims to explore the challenges faced by both teachers and students in ESL teaching and learning in rural schools.

This study is a descriptive literature review, primarily based on peer-reviewed academic sources in the field of education. It identifies socio-cultural, economic, curriculum, policy, technological, and pedagogical challenges in various rural contexts. By identifying these challenges, this study provides a better understanding of the factors affecting ESL education in rural contexts. Overall, this thesis contributes to understanding the challenges in ESL teaching and learning, which is essential for informing more effective approaches in rural educational settings.

This literature review identifies teacher-related challenges, including the professional quality and preparation of English teachers, limited resources, low salaries, overcrowded classrooms, lack of ESL training and career development, high workload, multifaceted roles, and emotional and pedagogical strain. Learner-related challenges encompass cognitive, emotional, and motivational factors, including language anxiety, low engagement and interest, low self-efficacy and confidence, and a lack of metacognitive skills. Additionally, limited technological support, poverty, curriculum and policy constraints, and pedagogical challenges, such as implementing learner-centred teaching methods, were highlighted as key findings in this literature review.