Pedagogical and Social Factors that Influence the Learning Process of English as a Foreign Language in Ecuador

Abstract

Abstract: The present research work has as its objective to determine the impact of the pedagogical and social factors in the learning process of English as a foreign language in Ecuador, with the study being carried out in the town of Guachapala during the year 2026. Through a quantitative approach, supported by a qualitative section, a sample 30 students of Bachillerato General Unificado (BGU) and 3 teachers of the English area participated. The tools used were Likert scale questionnaires and interviews. The results, compiled with Excel, indicated high favorability towards pedagogical factors such as gamification, collaborative teaching methodologies, and the use of technological resources with up to 90% agreement. Alternatively, traditional resources are viewed unfavorably by 50% of participants. On the other hand, social factors such as family, community, and daily activities, are seen by 40% of participants as passive or nonexistent in their English learning process. Alarmingly, up to 40% of students struggle economically which affects their opportunities to learn English. The findings reveal the need to introduce technologies, as well as the implementation of strategies that strengthen the social factors that affect Ecuadorian students.