Barriers for Rural L2 Learners at Primary Level in Sahiwal; A Teacher’s Perspective

Abstract

This research examines the impediments experienced by rural primary-level second language (L2) English learners in Sahiwal from the instructors' point of view. Utilizing a qualitative case study research design, the study examines the major impediments, such as poor motivation, excessive anxiety towards error apprehension, limited exposure to English, and sociocultural factors. Data was gathered through classroom observations, interviews, and written examinations, with an emphasis on two students from rural and urban origins. Findings are that rural learners face more barriers as a result of lacking enough English practice situations and having lesser self-confidence, impacting their motivation and language acquisition negatively relative to their city-based peers. The research identifies teachers' vital roles in overcoming such challenges through friendly classroom environments and engaging pedagogy. Recommendations for policymakers and practitioners in education focus on enhancing teacher training and incorporating culturally responsive teaching practices to maximize L2 learning results in rural communities.