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

Abstract

Abstract: This study examines the Pedagogical and Social Factors that Influence the Learning Process of English as a Foreign Language in Ecuador. The objective of the research is to analyze how these factors influence the teaching-learning process of English as a Foreign Language in high school students. It was conducted in a private school in Machala, Ecuador, where the participants were thirty second-year high school students and three English teachers. It integrated quantitative and qualitative approaches to carry out a mixed-method research design, and the techniques employed were surveys and interviews. Two questionnaires were administered, one for students and the other for teachers, while an interview guide was used with ten students. The findings reveal that pedagogical factors, such as dynamic activities, technological and non-technological resources and regular feedback, and social factors, such as parental involvement, their community and exposure to music and series, affect the most to students motivation and their learning process. Overall, these results highlight the importance to use strategies for English classes by taking in account these factors to foster the development of their English language proficiency.