In rural higher education settings, the lack of access to quality English language resources presents a significant barrier to developing the essential language skills that underpin academic success. This study examines the essential English language learning and teaching competencies required by students and faculty in rural higher education institutions, with a specific focus on the southern Tamil Nadu context. Adopting a quantitative, cross-sectional survey design, the study examines the needs of students and faculty in relation to their skills, resource types, instructional methods, facilities, and technological supports for effective English language acquisition. Two tailored questionnaires—Questionnaire A for students and Questionnaire B for faculty were disseminated through Google Forms to collect data on English language needs and practices. Frequency analysis of the responses revealed a pronounced demand for English for Academic Purposes (EAP), with participants highlighting the importance of enhanced language proficiency to support academic performance. Furthermore, the study identifies gamification as a promising pedagogical approach to increase student engagement and foster more effective language learning. The findings suggest that targeted interventions, including innovative and technology-driven teaching strategies, are essential to bridge the language proficiency gap and promote academic success in these rural educational environments.
Pradheepa et al. (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: