This paper aims to explore and identify the best possible way to introduce a third language into the educational curriculum in an environment where students are already bilingual. Qualitative research has been carried out in a specific school to discover the challenges of their language education. According to the findings, students claim to have several difficulties in learning English. Once all the data was analyzed, the second step was to create material to support third language acquisition. The first step is to recognize the importance of English, and the next is to introduce the language in the students' own context and, finally, to consolidate knowledge of the language. This will provide teachers with methods and techniques for a third language acquisition class.

The purpose of this study was to focus on the perspectives, problems, and suggestions of rural EFL teachers while teaching English to students in rural areas. This cross-sectional study aimed to identify the factors affecting students' motivation to learn English in the rural area of Ponce Enriquez. The technique used was a survey. The primary outcome was to understand from the students' perceptions the elements that impact the lack of motivation and the value of learning a foreign language. In addition, this study found that the main obstacles faced by EFL teachers in rural locations were students' low enthusiasm for learning English. As a result, the participants made joint recommendations to English teachers in rural areas.