Barriers Faced by EFL Students for Accessing Cyber Learning in Rural School

Abstract

This study aims to identify the obstacles faced by EFL students in accessing cyber-based learning in rural schools. Using a qualitative approach, data were collected through interviews with twelve students in grades VII to IX. The findings reveal several interconnected challenges, including low English proficiency, limited digital learning support, anxiety, and low self-confidence. Students also struggle with low motivation, minimal interest and aptitude in English, and the dominance of local languages. Difficulties in adapting to online learning are exacerbated by limited digital literacy and poor access to devices and internet services. Economic hardship further hinders access to necessary technology and connectivity. These challenges reflect a complex interplay of individual, environmental, and socio-economic factors. Therefore, it is essential for educators and policymakers to consider students’ experiences in developing inclusive and context-sensitive strategies for EFL learning. This study also highlights the need for further research at the high school level to better understand the broader dynamics of cyber-based English education in rural settings.