Paper Details

This research paper investigates the impact of English Language Teaching (ELT) methods on rural primary school students in Rajasthan, with a focus on identifying the most effective strategies to enhance student engagement and learning outcomes. Amidst the growing emphasis on English proficiency as a critical component of global competence, this study aims to bridge the literature gap by providing empirical insights into ELT practices within the unique socio-cultural context of rural Rajasthan. Employing a mixed-methods approach, the research combines quantitative data from structured surveys with qualitative insights from interviews and classroom observations, involving students, teachers, and school administrators as participants. The analysis, facilitated by the Statistical Package for the Social Sciences (SPSS) and thematic analysis, reveals a clear preference for and greater effectiveness of interactive and participatory ELT methods—such as interactive games and group discussions—over traditional lecture-based approaches. These methods not only significantly improve student engagement but also enhance English proficiency among learners. The study highlights the challenges of implementing these methods, including resource limitations and the need for comprehensive teacher training. By providing evidence-based recommendations for policy and practice, this research contributes to the enhancement of ELT strategies in rural education settings, underscoring the importance of tailored approaches that accommodate the specific needs and challenges of rural learners.

English Language Teaching (ELT), Rural Education, Rajasthan, Interactive Learning, Student Engagement, Teaching Strategies.