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Students’ Negative Attitudes towards Learning English 
The issue of rural students’ negative attitudes towards English Language learning has become 
a concerning matter which contributes to major challenges in teaching English to them. Rural 

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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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students perceive English to be a dull, boring, difficult, challenging and trivial subject in school 
and hence, they are not interested and motivated in imbibing the language which leads to low 
English quality among the rural students (Febriana et al., 2018; Cheng et al., 2016; Halik & 
Nusrath, 2020). Besides that, challenging learning environment in rural schools such as 
crowded classrooms has also demotivated students in their learning (Aziz, Swanto & Azhar, 
2019). Furthermore, unhealthy student-teacher relationship is found to be another hassle that 
would negatively impact students’ motivation in learning English whereby students are afraid 
of their English Language teachers which brings about anxiety in English Language acquisition 
(Cheng et al., 2016).
 
Lack of parental support 
It has also been a great concern over the lack of parental support in English Language 
education in rural areas. It is believed that parents’ educational background has an impact on 
their children’s English Language education in rural schools. Many rural parents are not 
educated and therefore, they are not acquainted with the importance of learning English 
(Salahuddin et al., 2013; Sharmin, 2019). Consequently, they are less supportive towards 
English Language education. Low socioeconomic status among rural families has brought 
about poverty and financial difficulties, exacerbating the issue of English Language education 
among rural students. Parents are found to be financially burdened to provide their children 
with learning resources and educational materials which hinders the learning of English 
(Endriyati et al., 2019; Masturi et al., 2022). Owing to poor economic condition in many rural 
families, many parents do not have enough time and motivation to supervise their children’s 
learning due to prolonged hour of working (Khulel, 2021; Masturi et al., 2022). Other than 
that, the lack of parent-teacher communication has instigated parents to be unaware of their 
children’s performance and attitude in schools (Cheng et al., 2016), making it hard to monitor 
their children’s learning progress and behaviour.