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Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

Abstract:

The present study investigated the main factors that affect the English teaching-learning process in Ecuadorian public high schools. For this purpose, a population sample composed by 15 teachers and 15 students was selected from six high schools located in Calceta, Canuto, and Tosagua cities in Manabí Province. The data was gathered by administering two questionnaires, one answered by the teachers and the other by the students, who answered about four main matters, namely, factors related to teachers, students, classrooms, and educative institutions. Additional information was obtained though class observations, as well as by interviewing the teachers. The data obtained from the Teachers’ Questionnaire was quantitatively presented, described, and analysed by supporting as well as contrasting it with the information from the student’s responses to their questionnaire, the observations, and the interviews. The results provide evidence that the English teaching-learning process in Ecuadorian public high schools is being affected by the large size of the classes, lack of educational and technological resources, unvaried or wrongly applied teaching methodology, low percentage of English usage in class, and lack of professional monitoring.