Integrating Bandura's Social Learning Theory in Rural College English Literature Pedagogy A Qualitative Exploration

This article explores how Albert Bandura's Social Learning Theory can be applied to teach English literature in rural colleges. Unlike traditional approaches that focus on individual reading and writing, Bandura's theory emphasizes that students learn by watching others. Through a qualitative lens, this article examines the lived experiences of rural college students and teachers. It argues that rural literature classrooms face unique challenges limited resources, students with low prior exposure to literary texts, and feelings of isolation. Bandura's concepts of observational learning, modeling, reciprocal determinism, and self-efficacy offer practical solutions. The article draws on qualitative data from classroom observations, teacher interviews, and student reflections to show how modeling literary thinking, peer learning, and building student confidence can transform literature instruction. The findings suggest that when teachers make their thinking visible and create supportive classroom communities, rural students develop both the skills and the belief that they can succeed in literary studies.