Literature Review Challenges of English Language Education in Rural Settings English Language or ESL/EFL education has always been a concerning matter in rural settings
in many countries all over the world because it has not been properly implemented and
developed in schools or educational institutions situated in rural areas. According to Coady
(2019), the term “rurality” is believed to be related to geographical features, population
density and access to social service. The impoverished conditions of the school buildings and
facilities such as poor lighting, inadequate heating or cooling as well as damaged floors and
roof are the adversities exhibited in many schools or educational institutions in rural settings,
resulting from ignorance, negligence and insufficient funding (Marwan, Sumintono & Mislan,
2008). Deficient school buildings and facilities are definitely a stumbling block to effective
learning as its inconducive teaching and learning environment poses difficulties for teachers
to deliver their knowledge and at the same time, it is also challenging for students to assimilate
the knowledge delivered under such circumstances. Musa et al (2012) emphasized the
importance of conducive environment to motivate students in their learning process. This is
supported by Paul & Kumari (2017) who stated the significance of fostering conducive learning
environment to promote physical, social, mental and emotional well-being among the
students.
Teaching English in rural settings is definitely a challenging task especially for English Language
teachers. As mentioned above, one of the major and persistent issues encountered by English
Language teachers and students in rural settings is the lack of conducive and supportive
learning environment due to the poor conditions of the school buildings and facilities.
International Journal of Academic Research in Business and Social Sciences
