Factors that affect the English language teaching-learning process in Ecuadorian public high schools, research carried out at “Colegio Nacional Calderón”, “Colegio Nacional Luxemburgo”, “Colegio Nacional Técnico Nicolás Jiménez”, “Colegio Helena Cortés Bedoya” y Colegio Técnico Salesiano Don Bosco” from Quito, Pichincha province in the school year 2012-2013

Portero López, Anabel Paulina

Please use this identifier to cite or link to this item: http://dspace.utpl.edu.ec/jspui/handle/123456789/7802

Title:	Factors that affect the English language teaching-learning process in Ecuadorian public high schools, research carried out at “Colegio Nacional Calderón”, “Colegio Nacional Luxemburgo”, “Colegio Nacional Técnico Nicolás Jiménez”, “Colegio Helena Cortés Bedoya” y Colegio Técnico Salesiano Don Bosco” from Quito, Pichincha province in the school year 2012-2013
Authors:	Portero López, Anabel Paulina
metadata.dc.contributor.advisor:	Burneo Burneo, Rosario María
Keywords:	Educación secundaria Inglés – Enseñanza – Estudiantes extranjeros – Lengua y lenguaje – Enseñanza Ciencias de la educación – Inglés – Tesis.
metadata.dc.date.available:	2013-07-29
Issue Date:	2013
Citation:	Portero López, Anabel Paulina (2013). Factors that affect the English language teaching-learning process in Ecuadorian public high schools, research carried out at “Colegio Nacional Calderón”, “Colegio Nacional Luxemburgo”, “Colegio Nacional Técnico Nicolás Jiménez”, “Colegio Helena Cortés Bedoya” y Colegio Técnico Salesiano Don Bosco” from Quito, Pichincha province in the school year 2012-2013 (Tesis de Licenciado en Ciencias de la Educación mención Inglés). UTPL, Quito. 108 pp
Description:	This research was directed to analyze the factors that affect the English language teaching-learning process in Ecuadorian public high schools. The sample analyzed consisted of fifteen students and fifteen teachers, who were surveyed and interviewed to determine their skills and competences and a similar number of classrooms observed to find out their physical conditions. The research was carried out at daytime and evening in four public high schools and one “fiscomisional” in rural and urban areas of Quito. To collect data, the techniques used were surveys and note taking; additionally, the applied instruments were observation forms, interviews and questionnaires. The quantitative analysis, description and interpretation of results were based on the information gotten from: Teacher’s and Student’s Questionnaires and Interviews, Observation Sheets and researcher’s field observations. The most relevant factors found were students’ basic level of English knowledge, use of few teaching resources and a high percentage of Spanish use in class, the overcrowded classrooms and inappropriate physical conditions, which affected negatively. Contrasting, the frequent lessons design monitoring and teachers’ commitment and experience influenced positively the English language teaching-learning process.
metadata.dc.identifier.other:	1132688
URI:	http://dspace.utpl.edu.ec/handle/123456789/7802
metadata.dc.rights:	openAccess
metadata.dc.type:	bachelorThesis
Appears in Collections:	Licenciado en Ciencias de la Educación mención Inglés

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