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

Abstract

Abstract: This research examines the pedagogical and social factors that influence the acquisition of English as a foreign language (EFL). The main objective of the study is to identify these factors and analyze their contribution to the educational process. This is achieved through the interpretation of data collected from 70 second-year high school students at a private institution. Three English teachers from the same institution, located in Loja city, Ecuador, also participated to ensure sample consistency. A mixed-methods approach was adopted, employing a non-experimental, descriptive-analytical design. Data were collected through surveys of teachers and students; ten students of the total participated in semi-structured interviews. Quantitative data were analyzed using percentages, while qualitative data were interpreted based on the interview responses. In the research, results demonstrated that pedagogical strategies such as active learning, technological resources, feedback, and communication promote English language learning. Regarding family support, socioeconomic level, access to cultural environments, and digital tools, are crucial factors in motivating students to practice English. In general, English language learning is influenced by both educational and social factors that shape learning experiences and outcomes.