Analysis of students’ interest and challenges in the EFL Colombian rural context: Quindío Department

Abstract

Initially, this internship report presents my pedagogical experience that took place at Marco Fidel Suárez Educational Institution, Guatemala campus, located in the rural context of the municipality of Montenegro, Quindío.

This region is characterized by its coffee-growing identity, its cultural richness, and its increasingly strong connection with tourism. Under these circumstances, teaching English represents both a challenge and an opportunity to strengthen students’ communicative skills and increase their chances of participating in an economic environment that is progressively becoming more globalized.

During the internship period, several characteristics typical of rural areas were observed in sociocultural, economic, and educational terms. Elements such as limited connectivity, the lack of teaching resources, and the reduced exposure to English outside the classroom have a direct impact on learning processes. Despite these challenges, the institution has a basic operational infrastructure —including books, essential educational materials, public services, and a robotics kit as one of its educational focuses— which makes it possible to implement innovative pedagogical strategies adapted to the context.

Multiple reasons were also identified regarding why students want to learn English. Their initial understanding of the importance of English for personal development or professional life was limited, although many of them showed interest and curiosity about the language. Nevertheless, due to the tourism-based economy of Quindío, which strongly influences the local culture, students perceive English as a valuable tool to access job opportunities and improve their social mobility.

The report also analyzes the role of the teacher and the family environment in fostering interest in a foreign language. It also examines the emotional and pedagogical barriers that students face, such as the fear of making mistakes or communication anxiety. Based on these observations, methodological approaches suitable for rural areas are highlighted, such as the Escuela Nueva model, the use of accessible technologies, and the use of community resources. Likewise, the importance of contextualized instruction is emphasized, incorporating Quindío’s coffee culture and its connection with tourism as key elements in learning English.

In summary, this report aims not only to describe the experiences lived during the internship, but also to offer a reflective critique about the challenges and opportunities involved in teaching English in rural areas. For this reason, strategies are proposed that take into account the specific characteristics of the territory and promote relevant and meaningful learning for students and their community.