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English Language Learning among Students of Model Residential Schools in the Tribal Areas of Kerala: Evidence from Wayanad and Idukki Districts

Year: 2026
Type: article
Study design: Observational Study
Abstract: English occupies a decisive position in academic progression and occupational mobility in India, yet learners from Scheduled Tribe communities continue to acquire it under conditions of acute linguistic, cultural and economic disadvantage. This paper examines English language learning among students of Model Residential Schools (MRS) situated in the tribal belts of Wayanad and Idukki districts of Kerala. A descriptive survey design combining quantitative and qualitative evidence within an action-research orientation was adopted. Data were collected from 350 students drawn from nine Scheduled Tribe communities and from 60 teachers working across twenty residential institutions, using a validated questionnaire, a classroom observation schedule and semi-structured interviews. Responses were analysed through percentages, means and standard deviations, chi-square, the Friedman test, independent samples t-tests, point-biserial correlation and one-way analysis of variance. The findings show that although students rate institutional amenities favourably, with means ranging from 3.94 to 4.24 on a five-point scale, and although they hold strongly instrumental attitudes towards English, 78.3 per cent report difficulty in understanding the language and productive skills remain conspicuously weak. Innovative classroom strategies did not significantly differentiate outcomes among slow learners, with t values between 1.00 and 1.12. School location was significantly associated with proficiency, and MRS students substantially outperformed peers in general schools, t(343) = 11.72, p < .001, d = 1.26. Community membership significantly conditioned vocabulary strategy use, F(8, 329) = 7.80, p < .001. Internet provision alone did not predict performance. The paper argues for mother-tongue-sensitive pedagogy, teacher preparation in multilingual instruction and culturally contextualised curricula.
DOI: 10.18848/vzqrbt93
Language: English
Open Access status: bronze
OpenAlex ID: W7222740331
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