Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Abstract

The research was about the main factors that affect the English teaching learning process in Ecuadorian public high schools, and its purpose was to analyze the factors that affect the English language teaching-learning process. This project was developed in five high schools in Santo Domingo. The aim was to obtain information about factors concerning teachers, students, classrooms, and educational institutions that are affecting the teaching learning process in educational institutions. The research process involved observing fifteen classes interviewing and surveying fifteen EFL teachers and students. The data obtained from teacher´s questionnaire was quantitatively presented, described, analyzed and discussed. The method used was quantitative. The analysis of the data was supported as well as contrasted with the information from the student´s responses to their questionnaires, class observation, and teacher´s interviews. The results provide evidence that the English teaching-learning process in Ecuadorian public high schools are being affected mainly by the large size of classes, lack of skills in teaching, class size and technological resource, unvaried or wrongly applied teaching methodology, low percentage of English usage in class, and lack of professional monitoring.