The impact of rural-to-urban transition on English language acquisition among university students in Bangladesh: a narrative study

Abstract

As rural students migrate to urban areas in search of better educational opportunities, they encounter unique challenges that affect their language learning experiences. While many Bangladeshi rural students perform well in other considerably difficult subjects like science, they are often found to be seriously struggling with the English language. Several factors contribute to this issue, including socioeconomic backgrounds, uneducated parents and lack of resources. It indicates bigger and broader problems that are often overlooked. A narrative-based research study was chosen to investigate this gap for individuals who have experienced a transition from rural to urban settings. It helped identify different underlying factors through thematic analysis that contribute to this disparity. Personal stories did not only provide a deeper understanding of contemporary language learning struggles, but also shed light on the broader educational challenges that still exist in the system. This knowledge can help reform policies and practices that better support these specific students. To gather in-depth, context-specific data, 20 different stories were recorded through semi-structured interviews. The findings reveal insights into the struggles and motivations encountered during this transition. This research not only explores the rural learners’ English language learning journey through their own stories as they migrate to Dhaka, but also emphasizes an urgent need to build tailored and decentralized educational support to address these unique challenges.