Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Abstract

This study investigated factors that influence the English language teaching-learning process in Ecuadorian private high schools. There are several factors and variables to be considered when teaching English as a second language in high school. This study focuses on how factors related to teachers, students, classrooms and educational institutions affect the English language teaching-learning process. The research was conducted in six high schools located in Quito, Ecuador. Fifteen English teachers and fifteen students from these schools were selected for observation and asked about the factors related to the English language teaching-learning process. Questionnaires about factors related to English teaching-learning were administered to these fifteen teachers and students. The questionnaire results were analyzed, presented graphically and compared with information gathered from classroom observations and interviews with individual teachers. The results of this analysis indicate that teacher education level, classroom methodologies, lesson planning, class size, availability of classroom resources, and sophistication of institutional facilities were the most important factors in achieving a successful English teaching-learning process in high school.