Factors that affect the English language teaching-learning process ESL/EFL

Abstract

This study aimed at examining the factors that influence the English language teaching-learning process in ESL/EFL, the present research contains data gathered most of them in Maryland, others in Virginia, and few in Washington, D. C. The population used for this study covered ten students between 13 and 15 years old, five adult students and the collaboration of 15 teachers. The selection of this sample population was by random. The measuring instrument used for the generation of data was a questionnaire, the same helped to reveal an important range of personal and social processes that influence learning as second language. The data obtained was used to analyze which are the most relevant factors for the acquisition of a second language in the United States. Motivation is the most important factor and also others such as age, the method of teaching, availability of materials, the state where students live, gender, among others. This study allows us to reach a positive learning that will help teachers and people who are interested in this topic to provide a quality education to obtain a second language.