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

Abstract

Abstract: The present study explored pedagogical and social factors that influence the learning process of English as a Foreign Language (EFL) in Ecuador. The main goal was to find out these factors and to specify their influence on students educational development. This study was carried out in a public educational institution in Quito, Ecuador. The sample consisted of 30 high school students aged 15 to 18 and 3 English teachers. A mixed-methods approach that combined quantitative and qualitative techniques. Data were collected by means of surveys given to students and teachers, as well as interviews with a group of students. The tools used were questionnaires, audio recordings, and guides for interviews. Quantitative data were analyzed using frequencies and percentages; qualitative information was used to complement and validate findings through data triangulation. The results showed that pedagogical factors, such as teaching methods, feedback, classroom interaction, and dynamic activities, positively affected English learning through increasing motivation and participation. Social factors played a part through music, movies, and social media. Pedagogical factors had a greater influence on the process of learning English.