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 influencing the process of learning English as a foreign language. The research aims to analyze these factors and their impact on the teaching-learning process of English as a foreign language. The study was conducted at a public educational institution in Guayas, Ecuador, with a sample comprising 30 second-year high school students and three English teachers. A mixed-methods approach was adopted combining quantitative and qualitative methods through the administration of questionnaires to the students and teachers. Additionally, ten structured interviews were conducted with a subset of the student sample. Quantitative analysis was used to determine frequencies and percentages, while qualitative analysis served to explain the underlying causes of the findings. The results reveal that students favor collaborative and interactive learning, although there is a disconnect with the teaching methodology. Furthermore, family and peer support is limited, meaning that English learning remains confined to the academic sphere and the digital environment.