International Journal of Social Science Research (IJSSR)

Teaching English Poetry in Rural Undergraduate Classrooms: Challenges and Pedagogical Strategies

This study explores the challenges of teaching English poetry to rural undergraduate students from vernacular-medium backgrounds. Despite the important role of poetry in developing linguistic competence, interpretative skills, critical thinking, and cultural awareness, many students in rural contexts struggle to engage meaningfully with poetic texts. The study adopts a qualitative research design and draws on classroom observations, informal student interactions, and teachers’ perspectives to examine the linguistic, cultural, and pedagogical barriers that shape students’ responses to English poetry. The findings reveal that unfamiliar vocabulary, figurative language, and cultural distance significantly hinder students’ comprehension and confidence. Many learners experience anxiety while reading poems and often hesitate to participate in classroom discussions. The study also identifies the strong influence of examination-oriented learning practices, which encourage memorisation of summaries and guidebook interpretations rather than independent reading and critical engagement. As a result, poetry is frequently perceived as difficult and disconnected from students’ lived experiences. The study argues that traditional lecture-based teaching methods are insufficient in such contexts and may further reduce poetry to examination content. It highlights the need for learner-centred and context-sensitive pedagogical strategies, including interactive classroom practices, guided interpretation, and supportive learning environments. The paper concludes that adopting such approaches can make English poetry more accessible, meaningful, and engaging for rural undergraduate learners and offers directions for future research in similar educational settings.