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 (EFL) among first-year baccalaureate students in Ecuador. The research was conducted at a fiscomisional educational institution in the city of Riobamba, Chimborazo province, with a sample of 30 students between 16 and 17 years old and three English teachers. A mixed-methods approach was adopted, combining a Likert-scale student survey, semi-structured student interviews, and a mixed-format teacher questionnaire, whose results were analyzed through triangulation. The findings indicate that participatory activities, technological resources, and specific feedback constitute the pedagogical factors with the greatest positive impact on students' linguistic development, while traditional materials and class dynamism showed more divided perceptions. Regarding social factors, the digital ecosystem through music, series, and social media platforms such as YouTube and TikTok emerged as the primary space where students encounter and practice English outside the classroom, compensating for the absence of an English-speaking environment in their immediate community. Family support functions mainly as emotional encouragement rather than direct academic assistance, and socioeconomic limitations restrict access to complementary learning opportunities such as private courses or academies, making the school the principal formal learning space for most students. Overall, these findings highlight the need to strengthen the integration of active methodologies and digital tools within the classroom, while fostering collaboration among teachers, families, and institutions to expand English learning opportunities beyond school hours.