Vol. , No. 6, 2022, e-issn: 2 -6990 2022 hrmars 1956 Full Terms & Conditions of access and use can be found at

 
Discussion 
Challenges in Teaching English in Rural Settings 
Lack of qualified English Language Teachers 
The shortage of English Language teachers has always been a persistent problem faced in 
English Language education in rural schools. Many English Language teachers are reluctant to 
teach in rural schools due to several reasons such as low welfare (Febriana et al., 2018) and 
being underpaid (Salahuddin et al., 2013). The lack of English Language teachers in rural 
schools has caused teachers who are not expert in English resort to teaching English (Milon, 
2016; Febriana et al., 2018). Their lack of profession and experience in teaching English has 
negatively impacted the academic performance of English Language among rural students. It 
is noteworthy that many English Language teachers in rural schools struggle to teach English 
given their lack of quality and professional trainings. One of the main obstacles pertaining to 
insufficient professional development among English Language teachers is the inability to use 
effective teaching strategies, methods or approaches in teaching English to rural students 
which is liable for rural students’ limited competence in English Language (Milon, 2016; 
Hossain, 2016). Without the knowledge and skills regarding to lesson preparation and 
teaching methodologies, it is deemed difficult and challenging to teach English to rural 
students especially when it comes to teaching the four English Language skills (Milon, 2016). 

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International Journal of Academic Research in Business and Social Sciences 
Vol. 1 2 , No. 6, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
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In a study conducted by Belatrech (2018), novice English teachers claimed that the trainings 
provided during their undergraduate studies were not helpful enough for them to incorporate 
various teaching pedagogies in supporting their teaching of English in rural schools. Apart from 
the ineffectiveness of the teaching strategies or methodologies adopted in the English classes, 
rural English Language teachers are also found to have difficulties in terms of assessing, 
evaluating and giving feedbacks to students (Hossain, 2016; Milion, 2016). In addition, issues 
associated to classroom management also arise from the lack of English teachers’ trainings 
(Sharmin, 2019; Kuwat & Ghozali, 2018; Hossain, 2016).