Language represents one of the ways we convey our thoughts, emotions, and feelings. In today's globe, English is among the most widely spoken languages, and the language is taught as a second or third language in various parts of the world. English learning as a second or third is established at the primary school level and is taught until the postsecondary levels of schooling. The majority of kids in rural primary schools are deficient in English due to many factors, including a lack of experienced and qualified instructors who are conversant with current approaches and techniques of teaching, as well as a shortage of classroom resources. The goal of acquiring any language is to communicate, which means communication is impossible if one does not master the language or have the opportunity to communicate effectively. It is inevitable that language and communication are in great demand in our ever-changing environment. Language is fundamental in communication, and English is, without dispute, the most significant and widely used medium of communication on the planet. Every individual should work hard to develop effective communication skills in all languages, which constitute the most critical criteria for success in each individual's job. This journal article will dig into the many methods in which English language learners in rural regions gain vocabulary competency, as well as the tactics that their instructors in rural community schools use to raise learners' levels of proficiency.
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