Factors that influence the English language teaching-learning process in EFL/ESL classrooms

Abstract

This research is focused on the factors that influence the English language teaching-learning process in EFL/ESL classrooms. The objective is to identify the factors concerning teachers, students and institutions where instruction takes place. The findings of this research contribute to supportive outcomes in order to improve the English language teaching-learning process. The method used for this research was quantitative. The data was collected through teacher’s questionnaires, students’ questionnaires, classroom observation as well as teacher’s interview. This research took place in New York City where the participants were ESL teachers and ESL students. The students’ English level varied from basic to advanced, in the same way their ages oscillated between 9 and 40 years old. All teachers and students were from different countries. The findings of this research have reached to the conclusions that factors such as classroom space, the number of students in class, also consideration of students’ needs such as: feedback, discipline, timing and instruction have been identified as the predominant factors that influenced enormously the acquisition of the English language teaching-learning process during instruction