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

Abstract

Abstract: This study analyzed the pedagogical and social factors that influence the English teaching-learning process among second-year high school students in Ecuador. The study population was from a private education unit in the north-central area of Quito․ The study used a mixed descriptive non-experimental and cross-sectional approach․ The study sample consisted of 30 students three English teachers and 10 students who participated in semistructured interviews․ The data was collected using the Likert scale questionnaire for students the questionnaire for teachers and the interview guide․ Frequencies and percentages were computed․ The qualitative responses were then analyzed and coded for evidence supporting and contrasting the statistical analyzes and were categorized as pedagogical or social․ The responses showed that social and pedagogical elements including interactive learning opportunities teaching style technological and printed resources and formative feedback positively influenced English learning outcomes․ The authors also found that encouragement from family and print or digital materials at home as well as exposure to English through music movies series and social media increased students' motivation․ Peer pressure and extra-curricular activities had inconsistent results. The study concludes that English learning is shaped by the interaction between classroom practices and students social environments, and that coordinated support from teachers, families, and schools can improve learning opportunities for Ecuadorian high school language learners.