Teaching English as a Second Language to the Students in a Rural Area of Pakistan: Challenges and its Remedies

Abstract

This study explores how sociocultural elements and scaffolding techniques help teach English as a second language, including its challenges and remedies. Teaching English is not an easy task, especially in rural areas. It is an established truth that teaching English in schools and colleges in Pakistan is not enough for learners to achieve communicative competency. The study in hand is mixed method in nature. The data is collected quantitatively and then evaluated qualitatively. The researcher uses experimental research, including a pre-test and post-test design. Moreover, Lev Vygotsky’s Sociocultural framework provides a theoretical basis for this research. The findings reveal that learners' speaking skills were enhanced and polished significantly. It emphasizes the importance of supportive speaking skill enhancement and suggests that English language teaching instruments should be language-oriented. However, there are still some challenges that need to be solved. This paper recommends that policy makers, textbook writers, and teachers improve their methods and strategies for teaching and promoting English effectively.