Redefinición de factores acerca del aprendizaje del inglés en estudiantes de la región del Meta: estudio de caso exploratorio en el municipio de San Martin.

Abstract

This exploratory case study examined the factors that explain the relationship between English learning difficulties and students’ level of interest in a fourth-grade classroom at a public school in San Martín, Meta (Colombia). Using a mixed-methods approach, data were collected through surveys, interviews, a focus group, and field observations, allowing the identification of key categories related to national bilingualism policies, rural context, motivation, teacher profile, and pedagogical conditions. Findings indicate that limited exposure to English, low instructional time, scarce didactic resources, and a disconnect between the curriculum and the llanero rural environment significantly affect students’ motivation and performance. Although students express enjoyment of the English class, they experience comprehension difficulties and have few opportunities to practice outside the school setting. Families recognize English as a tool for social mobility but face barriers that hinder their ability to support learning. The study concludes that improving English learning in this rural context requires contextualized strategies, active methodologies, strengthened institutional resources, and closer collaboration between school and families.