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Limitations and Recommendations
It is crucial to identify and address the limitations of the study to help future researchers who 
would like to investigate the topic further. Most of the articles reviewed in this study only 
focus on the issues and challenges encountered in teaching English in rural settings in a few 
countries such as Malaysia, Bangladesh, Indonesia, Sri Lanka and Algeria. A wider scope of 
research area can be considered by expanding the research to many other different countries 
in order to validate the credibility of the findings and discussions analysed. Hence, it is 
recommended for future researchers to broaden their research area by investigating issues 
and challenges which other countries faced in teaching English in rural settings in order to 
compare the similarities and differences in terms of the obstacles confronted.
Apart from that, this systematic review focuses only on rural settings. It is recommended to 
do a comparison study between the challenges in teaching English in rural settings and also in 
urban settings in order to provide a clearer picture about the discrepancies existing in rural 
and urban areas regarding English Language education, especially in terms of the education 
inequality which exists in schools in both settings. It is very crucial to ensure the same quality 
of English Language education to be provided to all students regardless of whether they are 
residing in rural areas or urban areas as well as to reduce disparity between students from 
both areas. It is hoped that the quality of English Language education in rural schools can be 
on par with the best quality of English Language education in other schools.

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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
1975 
Overall, it is believed that this systematic literature review can contribute as well as provide a 
comprehensive guideline to parents, teachers, school administrators, policy makers and other 
stakeholders with the aim to ascertain successful English Language learning among rural 
students. This paper also serves as a contribution to all relevant authorities regarding the 
urgency to look into and tackle the conspicuous issues and challenges encountered by English 
Language teachers in teaching English in rural schools which may impede their motivation in 
teaching English Language. It is hoped that more initiatives and measures can be taken in 
elevating the school facilities, providing basic necessities and making sure that the welfare of 
the rural students is well taken care of in order to overcome the concerned problems 
encountered in rural schools and provide quality education to rural students.