Students' Attitude in Studying English for Foreign Language in Rural Area

This study explores the attitudes of rural high school students towards learning English, utilizing Self System and Gardner's socio-educational model as theoretical frameworks. Through qualitative analysis of interview responses, the study identifies key factors influencing students' engagement with English language learning. Positive attitudes are linked to personal aspirations, supportive family and peer influences, and effective teaching methods. Students with positive attitudes view English as a gateway to higher education, better job opportunities, and cultural exchange. Conversely, negative attitudes arise from a perceived lack of relevance of English in the rural context, insufficient support, and limited access to resources. Negative classroom experiences and the absence of extracurricular activities further diminish motivation. The study highlights the need for improved educational resources, teacher training in interactive pedagogies, and opportunities for cultural exchange to enhance English language learning in rural areas. These findings provide insights into the complex interplay of motivational and attitudinal factors shaping rural students' experiences with English acquisition, offering practical recommendations for educators and policymakers.