Vol. 7, Issue 2, Part L (2025)

This study examined urban-rural differences in English speaking skills among vernacular-medium Intermediate (Class XI-XII) students in Hanumakonda District, Telangana. Using a cross-sectional comparative design, a stratified sample of N = 300 students (Urban = 150; Rural = 150) was assessed through a structured English Speaking Skill Test and background questionnaire capturing exposure to English, socioeconomic indicators, and motivation. Results (illustrative dataset) indicated that urban students scored significantly higher on overall speaking proficiency than rural students, with the largest gaps observed in fluency and vocabulary. English exposure (media, peer use, and teacher interaction) and socioeconomic status showed positive associations with speaking outcomes, aligning with evidence that English skill returns are shaped by access and opportunity structures.The findings suggest that improving rural speaking outcomes requires targeted communicative practice, teacher capacity building, and technology-supported interventions tailored to low-exposure contexts.The paper concludes with policy and pedagogical recommendations for Intermediate colleges in Hanumakonda.