Author(s)

Liu Xiumin ¹, Lai Shikai ²

Affiliation(s)

¹ School of Foreign Languages, Longyan University, Longyan, Fujian, China
² Department of Linguistics, University College London, London, UK

Corresponding Author

Lai Shikai

ABSTRACT

This study examines the developmental gaps and contextual factors influencing English education in rural and urban primary schools in Minxi, Western Fujian, China. Employing a mixed-methods approach, the research combines quantitative analysis of student achievement data with qualitative insights from teacher and parent interviews, as well as classroom observations. The findings reveal significant differences in teacher qualifications, access to instructional resources, student self-efficacy, and community support, all contributing to the widening achievement gap. Based on the theories of unbalanced regional development and institutional capacity-building, the study introduces a University–Government–School (U–G–S) collaborative model as a strategic response. This model proposes aligning higher education expertise, policy support, and localized implementation to strengthen rural English education. The paper concludes by providing recommendations and emphasizes the need for sustainable, context-sensitive reform to enhance learning opportunities and instructional capacity in rural regions with limited resources.

KEYWORDS

Rural Education, English Instruction, Minxi, Teacher Quality, Capacity-Building, U–G–S Model

CITE THIS PAPER

Liu Xiumin, Lai Shikai, Improving Rural Primary English Education in Minxi, China: A Mixed-Methods Study under the Rural Revitalization Initiative. Curriculum and Teaching Methodology (2025) Vol. 8: 75-82. DOI: http://dx.doi.org/10.23977/curtm.2025.080511.

REFERENCES

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