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 process of learning English as a foreign language (EFL) among secondary school students in Ecuador. A mixed-methods design was employed, combining quantitative and qualitative approaches to gain a more comprehensive understanding of the research problem. The participants included 30 students and 3 teachers from a public educational institution in Puyo, Ecuador. Data were collected through questionnaires administered to students and teachers, as well as interviews conducted with selected students. The results showed that pedagogical factors such as interactive activities, collaborative learning, the integration of technology, and teacher feedback had a positive influence on motivation and English language learning. Social factors, including family support, access to learning resources, and exposure to English through media, also contributed to the learning process. However, socioeconomic disparities and unequal educational support limited opportunities for some students. The study concludes that fostering inclusive and motivating learning environments is essential for improving EFL outcomes.