Factors that affect English Language Learning in Rural Schools

Abstract

Nowadays, learning English is essential due to the expectations and requirements at professional levels. The main objective of this research is to know about all aspects that can contribute negatively and positively to students’ learning to implement changes in their English teaching and learning language in a rural context. This study was developed through a qualitative approach, using the phenomenological method, and the techniques applied were to gather data from teachers, parents, students, and the director of a public school in a rural context through interviews. One of the results was a) Teacher needs to know the context of the community, and students, possessing technological, pedagogical, and content knowledge to develop successful classes through meaningful language learning. To obtain better results in English learning in public rural schools, it is necessary to be aware of all the limitations involved during the process of English teaching and learning.