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

Abstract

Abstract: This research examines the perceptions of students and their English teacher regarding the development of virtual EFL (English as a Foreign Language) instruction during the pandemic. The study involved 30 students, their parents, and one teacher from a public school in the city of Zaruma, in the province of El Oro, Ecuador. A mixed-methods approach was used to collect both qualitative and quantitative data. Data collection instruments and techniques included surveys with questionnaires for students, parents, and the teacher, as well as a structured interview guide for the teacher. The study revealed that the challenges faced by students and teachers were related to aspects of interaction, instruction, feedback, and communication. While some students found the environment comfortable and the tasks manageable, others struggled to participate and utilize virtual resources due to limited technological skills, insufficient feedback, and materials that were not adapted to their needs. The teacher also acknowledged the potential of virtual classes but noted issues such as a lack of time and inadequate materials and tools.