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

Abstract

Abstract: This study analyzes the pedagogical and social factors influencing the process of learning English as a foreign language in Ecuador. The research aims to examine these factors and their impact on the English as a Foreign Language (EFL) classroom. The study was conducted at a public school in Quito, Ecuador, involving a sample of thirty students from the second year of the Unified General Baccalaureate (BGU) and three English teachers. Adopting a mixed-methods approach, student surveys identified the pedagogical and social factors affecting the English learning process, while teacher surveys and student interviews provided data triangulation. The results indicate that interactive methodologies, digital platforms, and family support boost motivation and engagement in EFL learning, whereas a lack of technological resources and infrastructure in public institutions limits students' academic performance. Overall, these findings highlight the need to improve these key factors to maximize student success in the public school EFL classroom.