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

Abstract

Abstract: The aim of this study was to understand the social and pedagogical factors that influence the English teaching-learning process among second-year high school students in Ecuador . The research was conducted in a public institution in Cayambe City Province of Pichincha. The sample consisted of 30 students of the second high school year and 3 English teachers. By applying the mixed method such as descriptive, non-experimental, and cross-sectional design all the participants responded to two structured questionnaires with the Likert scale, and 10 students were participants in a semi-structured interview. The quantitative data were statistically analyzed, and qualitative data complemented the quantitative results. The results showed that from the pedagogical factors of learning English, the interactive activities of the classroom, the use of technology, and the collaborative work positively influenced the process of learning English. Social factors presented that the exposure to audiovisual media and social networks had greater influence than family and peer influence. From the results, the English learning process in the studied context was the result of greater pedagogical diversification and greater family engagement.