CHALLENGES FACED BY RURAL UNIVERSITY STUDENTS IN LEARNING AND USING ENGLISH AS A SECOND LANGUAGE

Abstract

This research investigates the challenges encountered by rural undergraduate students in mastering English as a second language and using English focusing on 60 BS-level students currently enrolled in universities in Punjab, Pakistan. These students, having completed their secondary education in rural districts such as Faisalabad, Multan, and Bahawalpur, face significant difficulties due to the limitations of their previous rural educations system as they transition to university settings like Lahore and Rawalpindi, where English is the primary medium of instruction. Employing a quantitative approach, the research utilized a structured questionnaire, validated through pilot testing, and analyzed data using SPSS with descriptive statistics, Pearson correlation, t-test, and regression analysis. The findings reveal the lack of resources, inadequate teachers’ training, socioeconomic constraints, and low motivation rooted in their rural schooling profoundly impact their university performance, exacerbating gaps in communicative skills and confidence. The discussion situates these challenges within the context of rural-urban educational disparities, drawing on global parallels while highlighting Punjab-specific cultural attitudes. Recommendations include enhancing rural school resources, improving teacher training, offering community support, integrating culturally relevant content, and establishing university mentorship programs. Despite limitations such as the small sample size and cross-sectional design, the study provides valuable insights for educational policy to support rural-origin students, advocating for further longitudinal research to strengthen these findings.