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

Abstract

Abstract: This study addresses the pedagogical and social factors that impact English as a Foreign Language (EFL) learning in Ecuador. The objective is to examine these pedagogical and social elements and their influence on the teaching and learning process of EFL. This study, conducted at a private school in Loja, Ecuador, involved 30 second-year secondary school students and three English teachers. The research employed a descriptive, non-experimental design within a mixed-methods approach. Questionnaires were distributed to students and teachers to collect data, and semi-structured interviews were conducted with a random subgroup of ten students. Percentage calculations, frequency counts, and triangulation of the data were used in the analysis of the results. Findings showed that pedagogical factors, such as classroom assignments, teaching methods, technology integration, feedback practices, and assessment procedures, had a positive impact on English language learning. Social dimensions, including social media use, exposure to audiovisual content, and family support, also influenced the learning process, although their effect was not as consistent. The study concludes that pedagogical and social factors play a significant role in promoting effective and meaningful EFL acquisition.