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 affecting English language learning at a private school in Quito, Ecuador. The sample included 30 second-year high school students and three English teachers. A mixed-methods design combined quantitative surveys and qualitative semi-structured interviews, utilizing questionnaires for both students and teachers alongside interviews with ten randomly selected students. The findings indicate that Communicative Language Teaching and Task-Based Learning foster motivation and effective learning through highly interactive classroom activities. However, there is a significant gap between teachers' confidence in providing feedback and students' perceptions of its usefulness, highlighting a critical need for formative assessment. Furthermore, institutional restrictions on digital tools limit educational innovation, whereas family support and socioeconomic stability greatly enhance language acquisition. Finally, although social media immersion provides students with authentic exposure to the target language, peer influence and extracurricular activities remain limited in this context. Ultimately, these results emphasize the importance of balancing pedagogy, modern technology, and family support to optimize second-language teaching in Ecuadorian private institutions.