UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
La Universidad Católica de Loja
ÁREA SOCIO HUMANÍSTICA
TITULACIÓN DE LICENCIADO EN CIENCIAS DE LA EDUCACIÓN
MENCIÓN INGLÉS
Factors that influence the English language teaching-learning process in
Ecuadorian private high schools
TRABAJO DE FIN DE TITULACIÓN
AUTORA: Chávez Paz, Enedina Aurora
DIRECTORA: P
inza Tapia, Eliana Ivanova, Mgs.
CENTRO UNIVERSITARIO CUENCA
ii
APROBACIÓN DEL DIRECTOR DEL TRABAJO DE FIN DE TITULACIÓN
Magister.
Eliana Ivanova Pinza Tapia
DOCENTE DE LA TITULACIÓN
De mis consideraciones:
Que el presente trabajo de fin de titulación: “Factors that influence the English language
teaching- learning process in Ecuadorian private high schools” realizado por: Chávez
Paz Enedina Aurora; ha sido orientado y revisado durante su ejecución, por cuanto se
aprueba la presentación del mismo.
Loja, Febrero del 2014
iii
DECLARACIÓN DE AUTORÍA Y CESIÓN DE DERECHOS
“Yo, Enedina Aurora Chávez Paz declaro ser autora del presente trabajo de fin de
titulación: Factors that influence the English language teaching-learning process in
Ecuadorian private high schools, de la Titulación de Ciencias de la Educación mención
Inglés, siendo Pinza Tapia Eliana Ivanova, Mgs. Directora del presente trabajo; y eximo
expresamente a la Universidad Técnica Particular de Loja y a sus representantes legales
de posibles reclamos o acciones legales. Además certifico que las ideas, conceptos,
procedimientos y resultados vertidos en el presente trabajo investigativo, son de mi
exclusiva responsabilidad.
Adicionalmente declaro conocer y aceptar la disposición del Art. 67 del Estatuto
Orgánico de la Universidad Técnica Particular de Loja que en su parte pertinente
textualmente dice: “formar parte del patrimonio de la Universidad la propiedad
intelectual de investigaciones, trabajos científicos o técnicos y tesis de grado que se
realicen a través, o con el apoyo financiero, académico o institucional (operativo) de la
Universidad”.
Enedina Aurora Chávez Paz
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DEDICATION
I dedicate this work to my beloved daughter for being my inspiration to continue
studying my university major. I wanted to help her with her school work, so it motivated
me to study. She has really been a great help.
I also want to dedicate this work to my mother who passed away many years ago.
I know she will always look after me wherever she is now, and she will always guide me
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ACKNOWLEDGMENT
First of all, I would like to thank God for giving me the strength and health to
continue studying.
I also want to express my gratitude to the University for giving me the
opportunity to study through this method.
Many thanks to my director of this thesis Mgs. Eliana Pinza for her guide and
support. Special thanks to all the teachers who guided me and shared their knowledge
with me.
I want to express my gratitude to all the principals and teachers who helped in the
schools where I conducted my observations; without their support, this goal would not
have been accomplished.
Finally, I thank my husband for his unconditionally support, without him and my
vi
Contents
COVER………....i
CERTIFICACION………..ii
DECLARACION DE AUTORIA Y CESIÓN DE DERECHOS ... iii
DEDICATION ... iv
ACKNOWLEDGMENT ... v
ABSTRACT………. . vii
RESUMEN………. viii
INTRODUCTION ... 1
METHOD ... 4
DISCUSSION... 7
Literature Review ... 7
Description, Analysis, and Interpretation of Results ... 22
Conclusions………...50
Recommendations ... 51
REFERENCES ... 52
viii
ABSTRACT
The topic of this research study is related to the factors that influence the English
language teaching-learning process in Ecuadorian private high schools, and its purpose
was to identify, determine, and analyze such factors.
This research study was conducted in the city of Cuenca where five private high
schools were chosen in order to carry out classroom observations. Besides, the teachers
of the observed classes were interviewed and surveyed, and one student of each class
was also surveyed about the topic of this research. The aim of the classroom
observations, surveys, and interviews was to identify the different aspects such as
classroom settings, methods, activities, and materials used by the teacher and the
opinions of the students about these factors.
The factors considered on this study were divided in four variables analyzed
qualitatively and quantitatively: factors concerning teachers, students, classroom, and
educational institution.
As a main conclusion, it is possible to say that the factors that mostly influence
the English language teaching-learning process are the level of education of the foreign
language teachers, number of students in each class, physical space, and the use of
supplementary materials.
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RESUMEN
El tema de este estudio está relacionado con los factores que influyen el proceso
de enseñanza- aprendizaje de la lengua Inglés en los colegios privados de educación
secundaria en Ecuador, y su propósito fue identificar , determinar y analizar dichos
factores.
Esta investigación se llevó a cabo en la ciudad de Cuenca, donde se escogieron
cinco colegios secundarios privados con el fin de llevar a cabo las observaciones de aula.
Además, los profesores de las clases observadas fueron entrevistados y encuestados, y
un estudiante de cada clase también fue una encuestado sobre el tema de esta
investigación. El objetivo de las observaciones en el aula, las encuestas y las entrevistas
fue identificar los diferentes aspectos tales como los salones de clase, los métodos ,
actividades y materiales utilizados por el docente y las opiniones de los estudiantes sobre
estos factores.
Los factores considerados en este estudio fueron divididos en cuatro variables
analizadas cualitativa y cuantitativamente: factores relacionados con los docentes,
estudiantes, aula, y la institución educativa.
Como principal conclusión, es posible decir que los factores que influyen
mayormente el proceso de enseñanza - aprendizaje del idioma Inglés son el nivel de
educación de los profesores de la lengua extranjera, el número de estudiantes en cada
clase, el espacio físico y el uso de materiales complementarios.
Palabras claves: Enseñanza de Inglés, Factores, Colegios Privados, Educación,
1
INTRODUCTION
English as a foreign language is a subject that all public and private high schools
include in their curriculum. However, it has been noticed that when students enter the
university, their lack of knowledge of this language limits their academic performance
especially because students may not have the opportunity to obtain a scholarship to study
in countries where English is used. Besides, English is now required in certain jobs in
Ecuador; therefore, these students will miss the opportunity to find a job that is
interesting to them only because they do not know this language.
Little research has been developed to find out the possible factors that affect the
lack of knowledge of high school students. In fact in 2012, the students of the
Universidad Técnica Particular de Loja conducted research focused on the factors that
affect the teaching and learning process in public Ecuadorian high schools, but no
research has been developed about private high schools in this country.
This is the reason why it is important to establish the cause of why learners who
study in private schools do not learn English as a foreign language in an appropriate
way, considering that most of them have at least 5 hours of this class a week.
Taking this background into account, the objectives of this research were first of
all, to identify students’ English level and their needs in the classroom. Also, to
determine the classroom conditions in which English lessons take place. The third
specific objective was to identify the characteristics of in-service English teachers, and
finally, to determine institutional facilities and norms regarding quality education.
Some authors have developed research worldwide about factors that influence
2
(2006), who carried out a research study, and one of its main purposes was to find out if
secondary school teachers use instructional materials with frequency in EFL classes in
Nigeria. The main conclusions drawn by the researchers were that teachers do not tend
to use resources in their classes. Thus, it was suggested that secondary schools should
be provided with a variety of instructional materials and avoid the exclusive use of the
textbooks, chalkboards and lecture methods.
The second study was developed by Muslaic (2009). The main objective of this
research was to review grammatical structures and writing skills and introduce related
topics such as report writing, memorandums, letters, proposals, and oral reports in order
to recognize the different learning styles of students. The main conclusion reached by
the researcher was that it is important to determine students’ learning styles and make
students be aware about the different approaches to learning.
Besides, Al-mansri (2005) developed a study in order to describe and explore
students’ interests in using WebCT (Course Tools) as supportive material. The purposes
of this study were, first of all, to describe and explore students’ interest in using WebCT
as a supportive tool, and the second objective was to identify difficulties related to the
use of WebCT in TEFL. The main conclusions the researcher found were that the
participants’ responses to the level of interest toward WebCT were positive and
motivating. Also, it was pointed out that some key technical challenges need to be
overcome. All in all, the researcher agrees that WebCT is a tool that can influence
positively in the EFL teaching-learning process.
The following study was done by Muller and Nel (2010). The focus of their
3
language learners in South African education system. The main conclusion drawn by
the researchers was that there was limited ESL resources and support from teachers,
principals and other sources, and a limited time frame. Also, it was found that teachers
had language barriers which also influenced negatively on the learning of students.
From these studies it is possible to observe that there are several factors they
have analyzed and considered that they influence the teaching and learning process of a
foreign language.
The beneficiaries of this research are the institutions, teachers and students of
high schools. It is beneficial for institutions and teachers because this research study
shows the different factors that influence students’ learning. Therefore, they will be
aware of this and try to overcome any obstacles to improve foreign language education.
Students will also benefit from this research study because, once teachers are aware of
the factors that influence their learning, they will improve their performance in class,
taking into account their needs and their learning styles, managing their classes in a
better way.
The only limitation found during the field research was the number of
observations because it is difficult to evaluate the performance of a teacher in only one
class. That is why it would have been better to observe at least five classes to each
4
METHOD
Setting and Participants
This study was conducted in the city of Cuenca. The participants were fifteen
teachers and fifteen students from five private high schools in Cuenca. The students in
three out of the five classes observed were male and female, and the courses in these
high schools ranged from 16 to 32 students. In the other two courses observed, there
were only female students. The courses ranged from 15 to 25 students.
Besides, the total number of hours of class varied. In three high schools students
had 5 hours of English per week, and in the other two, they had 8 hours of English as a
foreign language per week. Considering the number of classes per week, it is possible to
say that the classes in general had a low intermediate level of English knowledge.
The teachers and the students were from basic education (eighth, ninth, and tenth
years) and bachillerato level (first, second, and third years), as well.
Procedures
Before starting with the field research it was important to elaborate a literature
review related to topics considering foreign language teaching and learning in order to
have a scientific basis for this research. To do this, books and online material such as
journals and articles were useful. The topics included in the literature review were the
importance of teaching English in Ecuador, teaching methods, managing learning, lesson
design, class size, classroom space, seating arrangement, teaching resources, classroom
observation, learning styles and language aptitude. Also, information about previous
studies which had been carried out at different educational institutions referred to the
5
The general approach used to develop the field research, tabulation, and analysis
and description of the results was qualitative and quantitative. The techniques used to
gather information were surveys, note-taking, visual observations, and personal
interviews. The instruments, on the other hand, were observation formats and
questionnaires, and the resources used were books, Internet and the Didactic Guide.
To conduct the field research, first of all, it was necessary to find five private
high schools in the city of Cuenca. Once the principals of these institutions authorized
the development of this research, the next step was to contact the teachers in which the
observations were going to take place in order to establish the day and hour to carry out
such observations.
Then during the observation, the researcher’s task was to complete an
observation sheets considering aspects such as the level of students, methods, number of
students, discipline, supplementary materials, and class, time, seating, and activity
management.
After each class, the teacher was interviewed. These questions were related to
their education as well as some details about their teaching. Besides this interview, a
survey was applied to the teacher and one of the students chosen randomly. The
teacher’s questionnaire included some questions like their level of education, the
methods used, the activities applied, their use of English in the class, the most important
aspects considered in the class, such as number of students, and the supplementary
materials they use. On the other hand, the student’s questionnaire included questions in
6
whether or not they like the way the teacher performs in the class, the activities he/she
used, how the teacher arrange the classroom, among others.
After all this information was gathered, the answers obtained from the teachers’
questionnaires were tabulated. To do this, pie charts were used in order to show the
classification and percentage of the answers obtained.
After the tabulation, the information was qualitatively and quantitatively
analyzed, explaining the possible reasons for the results obtained from the observation
sheets and the interviews. The factors described and analyzed were factors concerning
teachers, factors concerning students, factors concerning classrooms, and factors
concerning educational institutions.
Among the factors regarding teachers, the variables considered were the level of
education, language proficiency, teaching methods and techniques, how much English is
used in class, lesson design, and managing learning.
On the other hand, students’ needs and students’ level of the foreign language
were the aspects considered in the factors regarding students
Concerning classrooms, the variables analyzed were classroom size, classroom
space, seating arrangement, and classroom resources.
Among the factors within educational institutions, the aspects taken into account
7
DISCUSSION
Literature Review
English is one of the most spoken languages in the world. It is used in different
environments such as businesses, education, organizations and traveling. That is why
many people are learning English as a foreign or second language. However, when
teachers do not use appropriate methods, techniques and materials, students may not
learn it effectively. Thus, the main topic of this research has to do with the different
factors that influence the teaching-learning of English as a foreign language. In order to
develop this study, it is necessary to obtain theoretical support about themes related to
this topic like the importance of teaching English in Ecuador, teaching methods,
managing learning, lesson design, class size, classroom space, seating arrangement,
teaching resources, classroom observation, learning styles and language aptitude. Also,
there is information of previous studies which were carried out at different educational
institutions referred to the factors affecting foreign language teaching and learning
around the world.
The importance of teaching English as a foreign language in Ecuador will be
analyzed in the following paragraphs, which provide a clear view of how the
government and institutions involved are concerned about the importance of learning
this Anglo Saxon language in this country.
In Ecuador, the current government has opened the doors for people, especially
English teachers, who want to improve their knowledge of the language. According to
Purnell (2012), there are some benefits for Ecuadorian people who are eager to study
8
“Go Teacher!”, for instance, is an intensive English Program. In the summer of
2012, 500 Ecuadorians were placed at five participating U.S universities, 100 at each
location. Some of the universities included the first phase of the program were California
State University, Kansas State University, San Diego State University and University of
Kentucky. The phase two will involve 1,000 students, and phase three will include
1,500 students. Consequently, it is projected that the English teaching-learning process
in Ecuador will experience a great deal of positive change in the near future.
Teaching approaches and methods
Now, expanding the process of teaching and learning worldwide, there have been
several approaches and methods in order to teach a second or foreign language. Some of
them are used by different institutions nowadays. Consequently, it is important to
analyze the ones that have been the most important.
One of these methods is Grammar-Translation, which is described by Richards
and Rodgers (2001) who state that the purpose of this method is that students learn the
target language by translating it into the students’ native language. One of the main
objectives of this method is that the students can master both the vocabulary and
grammar structure in the foreign language. Likewise, Omaggio (1986) claims that when
following this method, the students first learn rules of grammar and use a bilingual list of
vocabulary in both the target and native language which is practiced every day.
Omaggio (1986) describes a second method called the Direct Method. It had its
origins in the 19th century, and one of the main differences between this and the
Grammar Translation method is that translation is not used at all. Another difference is
9
(2001) provide some other characteristics of this method; for instance, by using the
direct method, the target language was directly taught through demonstrations, pictures,
or actions. Besides, correct pronunciation and grammar were emphasized. Finally, the
oral communication was developed by questions and answers between the teacher and
students.
The Whole Language Approach, according to Richards and Rodgers (2001), was
created in 1980 in the US. The focus of this approach was on reading and writing
naturally by using real information so that students read and write for pleasure rather
than for obligation. The teacher is considered only as a facilitator instead of an
instructor, since is a person that participates actively in the learning community.
The Communicative Language Teaching is also another approach described by
Richards and Rogers (2001). The CLT pays systematic attention to both the function
and structure of a language by means of using pair or group work in order for them to
solve tasks. Some of these tasks are dialogues, role-plays and debates. The main focus
is set on fluency rather than accuracy. Brown (2000, p. 4) agrees with Richards and
Rodgers when he states, “We are trying to get our learners to develop linguistic fluency,
not just the accuracy. We are equipping our students with tools for generating
unrehearsed language performance […]. We are looking at learners as partners in a
cooperative venture”. In sum, Brown describes CLT as a means to develop
communicative competence in learners.
Another method explained by Richards and Rodgers is the Natural Approach
which was developed by Terrell. The authors explain that this approach is for beginners
10
Natural Approach and explains that the goal of this method is to achieve proficiency in
the second or foreign language in oral/aural skills through classroom practice. One thing
to notice, Omaggio says, is that such classroom activities should evoke to
communication.
Omaggio (1986) describes an approach developed by James J. Asher called Total
Physical Response, best known as TPR. The main focus of this approach is on listening
comprehension. The author explains that if a learner wants to be successful in
communication, he/she should first fully develop listening skills. Omaggio (1986, p.72)
states, “The target language is the exclusive language of instruction. Students are
exposed to language that is based in the here-and-now and is easily understood through
mime and example”. On the other hand, Brown (2000) considers that this method
combines information and skills by means of using the kinesthetic sensory system.
Through this, learners can assimilate information easily and fast. Consequently, Brown
states that TPR provides auditory input as well as physical activity.
Content-Based Instruction (CBI) and Task-Based language teaching (TBLT) are
two approaches explained by Richards and Rodgers (2001). The authors explain that
CBI is an approach that is “organized around the content or information that students
will acquire, rather than around a linguistic or other type of syllabus” (p. 204). That is
why that one goals of CBI is that students can become autonomous learners from the
very start. On the other hand, TBLT is an approach based on the use of tasks.
Generally, these tasks are developed in pairs or small groups. The goal of this approach
11
this objective the activities must focus on real communication and be meaningfully
developed with tasks that promote learning.
Managing learning
There are several factors a teacher must consider in the teaching learning process.
For example, the age of students, the number of students, their background and the
motivation they have. Accordingly, the topic managing learning provides some
advisable guidelines teachers can follow in their EFL classes.
Archer and Hughes (2011), for instance, explain that in order to achieve
successful learning, the teacher must become a facilitator rather than an instructor. Also,
the authors express that the steps to follow in the teaching-learning process are
description and demonstration, followed by practice and finally feedback. For this, it is
necessary the involvement of the teacher from the very beginning. However, it is
essential that eventually students can be able to work on their own pace to accomplish
independent performance.
Jones (2007) agrees with Archer and Hughes (2011) on their ideas when stating
that classrooms should be student centered, and the role of the teacher must be to
“encourage students to develop their skills, but without relinquishing our modal role as a
source of information, advice and knowledge” (p. 25). In other words, Jones says that
the role of the teacher is to work together with the students as a team; however, the role
of the teacher can change depending on the needs of the students. For instance,
sometimes the teacher’s role can go from teacher-led to student-centered and back again.
For Jones, monitoring is important, and although this author believes that students
12
authority of the teacher as their manager when the teacher is developing a whole-class
activity.
Lesson design
Teaching a group of students demands a plan developed in advance. That is, a
teacher must be prepared to know what the topic of the class is, its objectives, and the
activities and materials he/she should use. All this information is included in a lesson
plan, which is a guide for teachers to follow in their classes. That is why it is important
to know the exact meaning and the elements that a lesson plan must have.
Thus, Fink (2005) defines a lesson plan as a map of an instructor including what
students have to learn and how the teaching-learning process can be developed
effectively. This author describes the main parts that a lesson plan can include; they are
objectives for the class, the activities to be developed, and the strategies to check
students’ understanding. Fink also proposes a set of steps to prepare a lesson plan. The
first stage is to determine what the teacher wants their students to learn and what they
should be able to do at the end of the class. The second step is to develop an
introduction. The introduction should include the students’ background knowledge and
some characteristics of the group. In third place, Fink explains that the lesson plan
should contain the activities of the lesson, including a plan for checking understanding
and providing feedback to students. Finally, the author proposes the creation of a
realistic timeline, in which the teacher can be aware of the time each activity takes.
Likewise, Bohlke and Richards (2011) state that a lesson plan helps teachers to
develop “abilities to select structureand organize lesson content”. These authors also
13
a lesson plan should be motivating to students, so students can learn confidence when
using English. In the authors’ opinion, the lesson plan is an aid; thus, it does not mean
this is the only factor that influences students learning. For instance, two teachers can
have the same lesson plan, but their classes can be quite different because every teacher
has his/her own teaching style.
Class size
One important factor to take into account when teaching a foreign language is to
be aware of the numbers of students that will be part of a class. Strategies as well as
activities differ depending on the number of students and the time spent on them as well.
However, some authors think that class size is not a relevant issue in teaching. For
example, Dudley-Evans and John (1998) on one hand, and Blatchford (2003), on the
other hand, explain how teachers can manage class size.
Dudley-Evans and John (1998) explain that there are several types of classes
depending on their size. For instance, there are classes with one student, in the case of a
tutorial, or large classes like the ones in high school with sometimes several hundreds of
students. However, for these authors, size is not a factor that solely affects learning.
There are other aspects such as the situation, the purpose and the experience. The
authors also say that the term ‘large class’ has a bad connotation since it generally refers
to a class with a lot of problems; however, strategies such as small group conferences
and offices hours can be offered to solve such problems.
Blatchford (2003) agrees with Dudley-Evans and John when he states that there
is an open debate about the fact that some people think that smaller classes can result in
14
quality of teaching is what really matters and not the class size. In spite of this, the
author recognizes that in some countries, like in the United States, The US Department
of Education started a project to reduce the class size in early school grades to reach no
more than 18 students per class.
Classroom space and Seating arrangement
It is common to see students sitting at their desks in the same way all the time.
The traditional way has been making students sit in rows. However, there are other
options that teachers can consider depending on the space they can use and the activities
they can apply with their students.
Woolfolk (2010), for example, states that every student should have his/her
space, which has to be respected. Gower, Phillips &Walters (2005) explain that the
teachers’ and the students’ position is of great importance. However, these authors agree
that space can vary from culture to culture. Then it is important to consider this in the
classroom.
When Woolfolk (2010) refers to seating arrangements, the author considers that
there are two ways in which a classroom can be organized; they are personal territories
and interest areas. When referring to personal territories, this author states that the way
students sit influences their learning. For instance, students sitting in the front area
participate more than the ones who are sitting in back of the class. That is why it is better
to change the traditional row and column arrangement into horizontal rows. In that way,
the teacher can interact with all the students and also it is easier for students to work in
pairs. Another way is arranging the class in form of clusters or circles. In this way,
15
areas, Woolfolk considers that taking into account the different interests of students can
work when they have to make projects in which several areas have to be developed.
Gower, Phillips & Walters (2005) explain that seating arrangement will depend
on several factors. For example, the age of students, if students are monolingual or
multilingual and the character of the students. Other ways to organize them is by sitting
a quiet student with one that speaks a lot or a weak student with a strong one. However,
the authors agree that the decision depends on the teacher and how he/she thinks
students can work better.
Classroom and teacher resources
The textbook, in most of the cases, is the material that teachers mostly use in
their classes. However, a class can become monotonous if a teacher does not use any
other materials to motivate the students. Thus, it is important that teachers could count
on a wide range of resources or materials that can be used as an aid in the EFL classes.
Cunningsworth (1984) provides a classification of supporting materials. The first
group is visual materials. Some examples are pictures, flashcards, film strips, wall
charts and maps. The second group is audio materials. These materials are useful for
students to reinforce their listening skills. The third resource the author mentions is the
textbook which is consider as a standard material in most courses now.
Gower, Phillips & Walters (2005) provide also a classification of classroom
materials, and the first one is the board, which is considered by these authors as an
essential resource in the classroom. A second material is the overhead projector known
as OHP, whose advantage is that a person can write on it without turning his/her back to
16
mention pictures, realia, or photographs. Other materials are worksheets or word cards
that can be photocopied and used in pairs or groups of students. Finally, videos are
mentioned, which are considered as an entertaining tool for students because they,
besides listening, can be aware of movements or facial expressions.
Classroom observations
Some educational institutions practice classroom observations as a means of
evaluation teachers’ performance in classrooms. The National Union Teachers and
Wajnryb provide their opinion about this matter.
First of all, The National Union Teachers (2010) state that observations are
important to evaluate the standards of teachers; that is why, this union suggest that the
observations of teachers must be performed by qualified teachers who must be prepared
to use appropriate skills to provide supportive feedback. However, The National Union
Teachers add, “[…] the total number of observations has increased, and the context in
which they are carried out can be felt to be hostile and bullying, rather than supportive
and developmental.”
On the other hand, Wajnryub (2005) describes observations as a ‘multi-faceted
tool for learning’. In Wajnryub’s opinion, observations can help in several contexts to
achieve different results. For example, observations can help teachers’ professional
growth; moreover, observations are useful for new teachers to be engaged in an
instructional period. Finally, observations can be used as a part of a school-based support
system. All in all, this author explains that observation is a skill that can be improved with
17
An observer must be careful when observing because the information collected through
this will be valuable at the moment of the analysis and interpretation of results.
Learning Styles
When referring to learning, it is known that every person has a different way of
acquiring knowledge, and it is very important that educators can take into consideration
the different learning styles of the students by preparing activities for taking into account
their individual needs. Gerbhad and Silberman describe such styles.
Gerbhad (2006) considers that individuals’ thinking is different. These different
ways of thinking are defined as learning styles or cognitive styles, and the author
classifies individuals in field dependent and field independent. Field dependent persons
are the ones who can work better in groups and enjoy fields like literature and history.
Conversely, field independent persons prefer to work alone and the fields that are
interesting for them are math and science. Finally, Gerbhad points out that this
classification is only a tendency. It means that there might be some people who can
contradict such this trend.
Silberman (2006) identifies four learning styles. They are accommodation,
diverging, assimilating and converging. Accommodation refers to problem-solving
activities carried out by experimentation. On the other hand, diverging concerns
problem-solving activities as well, but taking risks. In other words, students develop an
activity and then see what happens. Assimilation refers to solving problems by
inductive reasoning. In other words, students prefer to explore by themselves instead of
receiving guide from the instructor. Finally, converge concerns solving problems
18
instance, students with this learning style prefer to see pictures or look at others
performing a game.
Language Aptitude
Since learning a foreign language in Ecuador is mandatory, it is known that some
students have to take this subject obliged although some students do not like it or do not
have the aptitude to learn it. It is important then to take this into consideration because
not all the people is apt for all the subjects in school, and that is why a teacher must be
aware of this situation and try to help these learners.
Lightbown & Spada (2006) consider that there is the hypothesis that an
individual can learn easily if he/she has an aptitude for a certain subject. However, the
authors state that other researchers, after taking tests on aptitudes, determined that
aptitude is not relevant to the process of language acquisition. Thus, aptitude is a
complex topic, whose influence in second or foreign language learning has not been
completely determined.
Woolfolk (2010, p. 412) presents two points of views concerning aptitude. The
author states, “Humanistic view stress the intrinsic motivation created by the needs for
personal growth, fulfillment and self-determination. Cognitive views stress a person’s
active search for meaning, understand and competence, and the power of the individual’s
attributions and interpretation.” Thus, Woolfolk believes that aptitude may be
influenced by different factors, like the ones mentioned above, and these factors will
determine how successful a foreign language student will be.
Now this literature review includes five studies that present researches carried
19
Firstly, Ogiegbaen & Iyamu (2006) carried out a research, and one of its main
purposes was to find out if secondary school teachers use instructional materials with
frequency in EFL classes in Nigeria. To develop this study, the researchers used
questionnaires and observation sections in secondary schools. The questionnaires were
applied to EFL teachers and the observations were carried out in their classes, as well.
The questions included in the questionnaires concerned the resources and methods
teachers frequently used in their classes. The observations, on the other hand, helped the
researchers to identify the classrooms proceedings and environment. The main
conclusions drawn by the researchers were that teachers do not tend to use resources in
their classes. Thus, it is suggested that secondary schools should be provided with a
variety of instructional materials and avoid the exclusive use of the textbooks,
chalkboards and lecture methods.
The second study was developed by Muslaic (2009). The main objective of this
research was to review grammatical structures and writing skills and introduce related
topics such as report writing, memorandums, letters, proposals, and oral reports in order
to recognize the different learning styles of students. The methods used included a
questionnaire for students to collect information about their preferred learning styles
based on two criteria. First, how they use the perceptions: visual, auditory, kinesthetic
and tactile, and second, based on social aspects: individual and group preferences. The
main conclusion reached by the researcher was that it is important to determine students’
learning styles and make students be aware about the different approaches to learning.
Al-mansri (2005) developed a study in order to describe and explore students’
20
study were, first of all, to describe and explore students’ interest in using WebCT as a
supportive tool, and the second objective was to identify difficulties related to the use of
WebCT in TEFL. In the methodology, a three-part questionnaire was used for data
collection. All of them related to technical, affective and pedagogical factors that affect
learning. Students were given multiple-choice as well as open-ended questions, so that
they could state their opinion freely. The information was analyzed by using descriptive
statistics. The main conclusions the researcher found were that the participants’
responses to the level of interest toward WebCT were positive and motivating. Also, it
was pointed out that some key technical challenges need to be overcome. All in all, the
researcher agrees that WebCT is a tool that can influence positively in the EFL
teaching-learning process.
The following study was done by Muller & Nel (2010). The focus of their study
was on the impact of teacher’s limited English proficiency on English second language
learners in South African education system. The method used on this research was
qualitative and quantitative. To accomplish this research, student and teacher portfolios
were analyzed qualitatively, and on the other hand, surveys to students and teachers were
analyzed quantitatively. Besides, a questionnaire was sent to students and teachers via
email including questions pertaining relevant information on students’ language
proficiency. The main conclusion drawn by the researchers was that there was limited
ESL resources and support from teachers, principals and other sources, and a limited
time frame. Also, it was found that teachers had language barriers which also influenced
21
The last study was created by Tong (2010). The objective of the study was to
identify when junior secondary students are reticent and the why? Also, it searched the
situations when students are participatory and the reasons, as well. The researcher
adopted a longitudinal qualitative research. The participants were Hong Kong junior
secondary English students whose attitudes were observed and recorder at different
points of time. Also, they were interviewed and were part in conversations in order to
infer their attitudes and thinking. The conclusions were that students at the beginning
seemed to be passive and quiet due to the factors such as lack of confidence. However,
they started being interested in improving their listening and speaking skills. Thus, the
researcher found out that the student behavior is influenced by different factors.
Consequently, he points out that teachers have to stress students’ use of non-verbal
communication. Moreover, the author suggests that students can be given a brief
wait-time so that they can be prepared for their oral responses. Also, it is advisable that
22
Description, Analysis, and Interpretation of Results
This section includes the analysis of quantitative data obtained from the
observations, surveys and interviews about the different factors that influence the
English language teaching-learning process in five private high schools in the city of
Cuenca. These results were gathered from observations to 8th,9th, and 10th grades of basic
education and 1st , 2nd, and 3rd of bachillerato.
Quantitative Analysis
Factors Concerning Teachers
Which levels of education do Teachers have? Graph 1
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
According to the results in graph 1, out of 100 % of teachers observed, 65% of
them have an English Bachelor’s degree, 17% have a high school diploma, 12%(two
teachers) have other degrees, which are Clinical psychology and Social Studies). These
two teachers stated that they had a good level of English since they had studied high High
School Diploma
17%
English Bachelor's
Degree 65% English
Master's Degree
6% Others
23
school in US. Indeed, they demonstrated this in the observed classes and the interview.
Besides, the teachers answered that they are currently studying English to get a degree in
this subject. Only 6% of teachers (1 teacher) has a master’s degree in English.
It was evident that most of the teachers have degrees related to teaching English
as a foreign language. It was observed because most of them were well-prepared for
teaching English to their students. Moreover the majority of teachers showed their
proficiency of English when they were interviewed; they responded the different
questions accurately and fluently. All of them, clearly reached the C1 and C2 levels,
according to the Common European Framework of Reference for Languages.
In addition, and according to the teachers’ answers, some of them have had the
opportunity to improve their teaching English as a foreign language all the time because
they have always been attending workshops and conferences. Moreover, they consider
that a better preparation is important because it will help them to learn appropriate
techniques and strategies to teach their students in a successful way, and it will also
help them become better educators.
Finally, some of these teachers have also taken advantage of the opportunity that
the Ecuadorian government has offered them, which is traveling to the United States to
24
Which of the following methods were used in the observed classes? Graph 2
Author: Enedina Aurora Chavez Source: Teachers’ Questionnaire
In the process of teaching and learning a foreign language, several approaches
and methods have been used. In this research, the teachers from the 5 private high
schools in the 15 observed classes used some of the methods according to the grades and
students’ needs and the environment in which they are immersed. As it can be seen in
graph 2, the highest percentage of teachers from the 5 private high schools used the
Communicative Language Teaching; that is, 47% out of 15 teachers surveyed. They
answered that they use this method because it allows them to have a good
communication with students, encouraging them to use the target language. This method
25
was mainly used with the higher levels where the teachers used activities taken from the
CLT (Communicative Language Teaching) that Richards & Rodgers (2001) mention; for
instance, pair or group work in order for students to solve tasks such as dialogues.
On the other hand, 20% of the teachers stated that they apply the Grammar
Translation Method in their classes. Three out of 15 teachers said that they use this
method because some grammar rules are better learnt by using the students’ mother
tongue. The use of this method was shown in three observed classes where the teachers
worked with grammar and vocabulary.
The 13% of the teachers who answered the questionnaire said that they use the
Total Physical Response method; this as well was seen in the observed classes because
the teachers, especially from the lower levels gave commands to their students so they
could work. This approach was pertinent because it allowed the teachers to engage the
students in movements and practical ways to acquire the target language. Furthermore,
this approach allowed the teachers to keep the students motivated and they could
complete the actions asked by the teachers.
Similar to the percentage of teachers that use TPR, 13% of teachers stated that
they used the Task-Based Language Teaching Approach. It could be demonstrated in the
observed classes when two teachers worked with activities concerning this method using
real communication and pedagogical learning. For example, two teachers worked on a
dictation about proper and common nouns. They gave the pre task which was the
introduction of theme, objectives and procedure; the task involved the teachers doing the
26
Finally, 7% of teachers answered that they work with the Cooperative Language
Learning approach. In one of the observed classes, the teacher made the students listen
to a CD and then asked them to work in pairs to complete an activity in the assigned
workbook helping each other.
Do teachers use whole-group activities to teach their lessons? Graph 3
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
Graph 3 shows that from 100% of the 15 teachers surveyed, 87% use whole –
group activities for teaching their activities and only 13% of teachers did not prefer to
use whole-group activities to teach their classes.
According to these results, most of the teachers answered that they like to work
with a whole-group activity. During the observation it was demonstrated because most
of the teachers worked applying whole group activities such as games, brainstorming,
and guessing to engage the students to the topic of the different lessons. Another whole Yes
87% No
27
group activity was reading, reinforcing in this way students’ pronunciation; finally, the
teachers gave grammar explanations on the board to the whole class.
According to the teachers’ answers, they provided some reasons why they prefer
to work in groups. One of them is that working with a whole group usually creates a
friendly competitive environment. Besides, applying these activities makes it easy to
control discipline. Another reason is that these kinds of activities give students the
opportunity to interact with each other.
On the other hand, a smaller percentage of teachers said that for them, it is more
comfortable working with separate groups because it helps to control student’s tasks in
the classrooms.
The students surveyed answered that they feel more comfortable when teachers
use whole-class activities because they can understand and do the activities better
separately, and the teachers apply different means for explaining the tasks.
Do teachers use individual activities to teach their lessons? Graph 4
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
28
In Graph 4 it can be observed that from 100% of teachers surveyed about this
question, 93% answered that they work with individual activities. They said that they
work with individual activities because they can control and supervise the knowledge,
weaknesses, strengths and performance of each student. They also considered that it is
very important to evaluate successes and progress individually. On the other hand, 7% of
the surveyed teachers do not work with individual activities because they have too many
students in their classrooms, and it is difficult for them to review tasks.
According to the observed classes, it could be seen that in most classes the
teachers worked with individual activities, according to the planned activity. The
teachers gave the instructions to whole class and then they asked the students to work
individually in their workbook and to complete the activity that was indicated.
Do teachers use group work activities to teach their lessons? Graph 5
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
Yes 100%
29
According to graph 5, the 15 teachers surveyed, 100% of the total number of
teachers interviewed responded that they work with groups for most activities. The
teachers gave many reasons for working with their students in groups, such as, the
students need to exchange ideas; or the students can help each other. In the same way,
the teachers can vary the activities of each group and observe the cooperation of the
students within the group.
In spite of the teachers’ answers, in most of the observed classes it was
demonstrated that the teachers mostly worked with whole group, applying individual
activities from the textbook and according to the requirements of contents and not with
groups as they said.
Only in three out of the fifteen classes, the teachers worked with different groups.
In such classes, it was possible to see that students enjoyed the tasks that involved group
work because they seemed to be more relaxed and comfortable to practice English with
their classmates. Some examples of these activities done during the observed classes
were working in group of 5 or 6 to talk about modern technology; in other class, the
students worked in groups to write about travel projects. The teachers acted as
30
Do teachers use English most of the time in their classes? Graph 6
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
According to Graph 6, the findings show that93% of the teachers surveyed
answered yes when asked if they mostly speak English in the classroom in the different
levels. And 7% answered that they did not use English. One of the reasons these
teachers provided for not speaking English most of the time was because a great number
of students do not understand English. Also, they stated that they speak Spanish to give
explanations of grammar points in order for students to have a better understanding.
During the observations it was possible to see that in fact, 14 out of the 15
teachers observed used English most of the time.
The students stated in their surveys that the teachers used mostly English in class,
which was corroborated in the observed classes. Yes 93% No
31 Do teachers plan their lessons?
Graph 7
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
Fink (2005) defines a lesson plan as “the instructor’s road map of what students
need to learn and how it will be done effectively during the class time” (p.1). This author
describes the main parts that a lesson plan can include; they are objectives for the class,
the activities to be developed, and the strategies to check the students’ understanding.
According to the results shown in Graph 7, all the teachers plan their activities in
advance, which is100% of the 15 teachers surveyed. The teachers also expressed that a
lesson plan is very important in the educational development because it helps them to
know what, where, when, why, who and how they are going to teach in order to be
successful accomplishing the objectives of the class.
According to the observed classes, it was clearly shown that most of the teachers
had planned their classes very well because they fulfilled their objectives, and their
classes showed sequence and organization. In other cases however, it was seen that the Yes
100%
32
teacher’s lack of planning for their classes because the time was short, so the teacher
could not complete the activities assigned for that particular lesson.
Do teachers consider aspects such as discipline; timing, feedback, and instruction to teach their lessons?
Graph 8
Author: Enedina Aurora Chavez Paz Source: Teacher’s Questionnaire
According to the results in Graph 8, from 100% teachers surveyed,93% take into
account aspects such as discipline; timing, feedback, and instruction when they teach
English. From the teachers’ point of view, these aspects are important because they can
fulfill their objectives with a good development of the class. The teachers also answered
that if they control all these aspects, the teaching-learning process is easier to carry out.
On the other hand, 7%, which is only one teacher, stated that she does not consider
aspects such as discipline, timing, and instructions. Instead, in her opinion, motivation
was important for students to learn a foreign language.
Concerning this topic, most of the 15 students surveyed from the 15 observed
classes reported that their English teacher takes into account all these aspects for a Yes
93% No
33
proper development of the classes. Students also said that the teacher also provides
feedback and helps them constantly.
According to the observed classes, it was seen that most of the teachers had
designed their activities according the established time, and also considered all the
aspects mentioned above. Nevertheless, in other cases, the teachers did not take into
account feedback or timing, for example.
Factors Concerning Students
Do teachers consider students’ needs to teach English successfully? Graph 9
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
According to the results obtained from the questionnaires, it is shown in Graph 9
that 100% of teachers surveyed responded that they consider all the needs of the students
such as age, motivation, aptitude, and learning styles when they teach English because
they consider that if all these aspects are taken into account in each grade, the
teaching-learning process will be successful. Archer & Hughes (2011) explain that in order to
achieve successful learning, the teacher must be a facilitator rather than an instructor. Yes
100%
34
Furthermore, the students surveyed responded that considering their needs is very
beneficial for them because it helps them to have more fun and dynamic classes, and
they can understand better and enjoy the activities.
In the observed classes it could be demonstrated that most of the teachers took
into consideration students’ needs such as motivation, age and learning styles during the
development of activities, especially in groups with a short number of students. On the
other hand, few teachers did not consider the students’ needs because it was difficult to
focus on individuals in a class with 26 or even more students. In classes with a high
number of students, it was noticed that there was lack of motivation in some students.
Consequently, these students did not enjoy learning, so they got distracted because the
activities seemed to be boring to them.
Do teachers consider students’ level to teach English successfully?
Graph 10
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
Yes 93% No
35
According to the results obtained from the data collected in five private high
schools and teachers’ questionnaire, graph 10 reveals that the 93% of the teachers
surveyed answered that they took into account the students’ language level to plan their
classes and teach English successfully; while, for 7% (1 teacher) this aspect is not
important when teaching.
In the observed classes, a group of teachers considered students’ language level
because they taught their lessons according to the knowledge’s level of the students.
They gave support to the students that did not understand the activity. However, and in
spite that most of the teacher answered affirmatively on the question about taking into
consideration the level of the students, it was not demonstrated during the observation
process. It was observed because some students had a better level than most of their
classmates, and the teachers could not support their needs, as teachers preferred to pay
attention to the average students. Meanwhile the students with a higher level distracted
36 Which is the level of your students?
Graph 11
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
As it can be seen in Graph 11 with respect to the level of the students, according
to the surveyed teachers of the five private high schools, 44 % of students have a basic
level, 39 % have intermediate level, and 17 % have high intermediate level.
This information agrees with the data obtained from the observed classes and
teachers’ questionnaire in which it was demonstrated that the 15 different classes had 3
levels of English such as basic, intermediate and high intermediate as can be observed in
the graph above. The basic level was observed in the 8th,9th and 10thgrades because it
was shown that the teachers used basic activities and basic vocabulary even though the
classes were explained in English every time and the students showed good
understanding of the instructions in the most of the activities. In the same way, it was
observed that in bachillerato, students’ level of English was between intermediate and
high intermediate. In these classes, the teachers used activities according to the students’
specialization.
Basic 44%
Intermediate 39% High
Intermediate 17%
37
The students’ level was determined during class observation, taking into
consideration the interaction between students and teacher and students’ performance in
different tasks and activities in the class.
Factors Concerning Classrooms How many students are there in the observed classes?
Graph 12
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
Graph 12 shows the number of students in the classrooms observed. Thus, 7% of
teachers, which was only one teacher, said that there were 10 to 15 students in this class.
The teacher with this number of students answered that it is an excellent group for
controlling feedback, homework and discipline and working with different activities
individually. 33% of teachers had 16 to 25 students in their class, and the teachers with
this number of students stated that it is appropriate to work with this number of students
because they can control the different lessons individually. On the other hand, 27% of 10 15
7%
16 - 25 33%
26 -30 27% 31 -more
38
teachers have 26 to 30 students, and 33% of the surveyed teachers have 31 or more
students in their classrooms.
In the observed classes, it was seen that in the classrooms where there were 10 to
15 students, the teachers worked with different activities, and the teacher could give
individual attention to the students .On the other hand, in classrooms with 26 to 31 or
even more students, it was more difficult to control the activities, because in a big group,
the participation of all students is not frequent within 45 minutes that they have in their
classes. In the same way, for teachers that work with this number of students, it was
difficult to manage the class.
According to the students’ survey they answered that big groups of students have
a disadvantage, which is the difficulty of controlling discipline, homework, and tasks in
the class. Besides, the interaction with the teacher is lower than in smaller classes.
Do teachers feel comfortable working with this number of students they are working with?
Graph 13
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
Yes 73% No
39
According to the results in Graph 13, it is seen that 73% of teachers feel
comfortable when working with the number of students that they already have.
However, they recognized that working with a small group of students is better because
they can help students to improve their skills and they can meet all their educational
individual needs. Furthermore, the teachers explained that they are more comfortable
working with a small group of students than with a bigger group.
On the other hand, 27% of teachers did not feel comfortable working with large
groups of students because, according to their answers, they said that with large groups it
is difficult to control discipline, check class work and homework, and interact with all
the students. Also, they answered that they need more time for providing individual
feedback, answering questions and helping each one of the students.
Regarding class size Dudley-Evans and John (1998) explain that there are several
types of classes depending on their size. For instance, there are classes with one student,
in the case of a tutorial, or large classes like the ones in high school with sometimes
several hundreds of students. However, for these authors, size is not a factor that solely
affects learning. There are other aspects such as the situation, the purpose and the
experience. The authors also say that the term ‘large class’ has a bad connotation since
it generally refers to a class with a lot of problems; however, strategies such as small
40
Do teachers have enough space to work with the number of students they have been assigned?
Graph 14
Author: Enedina Aurora Chavez Source: Teacher’s Questionnaire
Graph 14 shows that from all of the teachers surveyed, 67% answered that they
do not have enough space in their classrooms. The rooms are not big enough for the
number of students that have been assigned to work in different activities. On the other
hand, 33% of the surveyed teachers responded that they have enough space in their
classrooms to work with any kinds of activities.
In the observed classes, it was seen that in some of the private high schools, there
is not enough space for the number of students they have. Thus, it made difficult for
teachers to work with groups, walk around, control discipline and tasks. Therefore, the
physical space in the classrooms did not allow the teachers to practice dynamic activities
as games, where students needed to move freely to participate. Consequently, the lack of
space in small classrooms forced the teachers to use other activities for working with
whole class or in pairs.
Yes 67% No
41
According to the students’ surveys, a group answered that they do not have
enough space to work with dynamic activities and with activities in groups because the
classroom space is very small and there are too many students. While another group
stated that they feel comfortable with the physical size of the classrooms.
Do teachers arrange students’ seats in relation to the activities planned for their classes?
Graph 15
Author: Enedina Aurora Chavez Paz Source: Teacher’s Questionnaire
Graph 15 shows that 87% out of 15 teachers surveyed responded that they
work with the seats being arranged according to the planned activities because they can
have a better control of the students’ learning since it is more comfortable for both the
teacher and students to interact. On the other hand, 13% of teachers surveyed answered
that they do not change the seats for the space and also that the students form their own
groups.
Yes 87% No
42
According to the observation of some classes, it could be seen that a group of
teachers taught their classes with the seats in rows; none of them made a special or
different seating arrangement due to the lack of space; on the contrary, in other observed
classes the teachers changed the seats according to the activities that they had prepared
for the lessons and the learners worked with their partners adequately.
In addition and according to the students surveyed, most of them responded
that they feel comfortable in the way that teachers organize the seats. On the other hand,
a small group of students answered that in their classes the seats were always in the same
position, and the teachers never changed the seats; consequently, classes became boring
and monotonous, so they would like the teacher to change the arrangement of seats from
time to time, like in a circle to have better interaction as Wolfolk (2010) proposes. This
author considers that the way students sit influence their learning. For instance, students
sitting in the front area participate more than the ones who are sitting in back of the
class. That is why this author considers that it is better to change the traditional row and
