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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

However, methodology of the current research was limited by time constraints and sample population. Longer time periods were needed for getting more accurate data about the factors that affect the English language teaching- learning process in Ecuadorian private high schools; these should ideally consist of the duration of the entire course or school year and for a period of years. The sample population should also include all age groups from elementary, middle and high school.

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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

education and updated technical classes appropriate to their level of learning. It is necessary to consider that if teachers are more qualified, students will have more opportunities to receive higher quality education. It would be beneficial that a great deal of private high schools teachers may have access to scholarships offered by the Ecuadorian government. As stated by Woolfolk (2007, p.15) “Most teachers, with experience, hard work, and good support, may experiment with new methods or materials and focus on the students´ needs”. Moreover, teachers should
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

“Yo Torres Falcón Christian Oswaldo declaro ser autor(a) 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 Lisset Vanessa Toro Gallardo director (a) 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.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

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

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

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

This research was done for to the factors that influence the English language teaching-learning process in private high schools. According to a report from EcuadorInmediato (2012), Ecuador has ranked in the 37 th position among 42 countries due to the c itizens’ low English level. In addition, the same report mentions that Secretaría Nacional de Educación Superior, Ciencia, Tecnología e Innovación (SENESCYT) presented results of an evaluation made to students and teachers; learners obtained 13/20 in average and teachers showed a basic level of English.

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Factors that influence the English language teaching - learning process in Ecuadorian private high schools

Factors that influence the English language teaching - learning process in Ecuadorian private high schools

Sánchez (2010) directed a study in order to know what the factors that influence the English learning as a foreign language in Retalhuleu were. The research was carried out by taking as a sample three institutions (high schools), from the official morning area in Retalhuleu-Guatemala, where the students from the third grade of basic, the principals of the institutions, as well as the staff laboring with those grades (teachers) were selected as participants. Only one questionnaire was applied for collecting enough information since the different points of view of all the participants in all of the chosen high schools. In conclusion, the results collected from the surveys, among others, were that the little interaction in English classes, the lack of methods` application, too short English-class periods, few didactic resources, overpopulation in classrooms, the lack of monitoring upon the instructors, and the teacher´s predomination within the classroom, these are all factors that influence especially the poor learning and instruction of English.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

All these studies were chosen to be compared with the actual situation in the Ecuadorian high schools, where students could face the same or similar problems. If teachers observed these problems, they could find a solution to avoid or improve the situation. This research confirms, there were many variables and factors that affect the educational process. One of those was the motivation. According to the information collected, students felt frustrated when they had to learn a new language. They expressed that the main cause of adopting this negative attitude was the teachers’ style of teaching. This problem could be compared with a study conducted by Narayanan & Rajasekaran & Iyappan (2008) who determined that motivation was an important factor among students. If teachers do not motivate students, they will not be able to achieve positive results.
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Factors that affect the English language teaching-learning process in Ecuadorian private high schools

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

Furthermore, there were teachers who though having affirmed planned their lessons, did not. This was very obvious. Their classes did not have a sequence, the activities were improvised, time was not enough or on the contrary, so long for a class development, there was not any goal to be achieved and moreover, if there was any goal planned at all, they could not attain it for lack of plan and knowledge. Something expressed by a teacher and undoubtedly very important to be mentioned is the fact that nowadays, lesson plans do not share a common criterion. In spite of complicated and not so understandable guidelines provided by the Department of Education, teachers only plan according to what and how the schools authorities interpret them. That is why we found different structures or formats one teacher to another when planning their lessons.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

A similar point of view is exposed by Savage & Savage (2010), for whom high number of students in a space is known as a student density. According to them the high student density in reduced spaces increases levels of anxiety, conflict and social interaction among learners. Moreover, students who do not work well alone tend to misbehave to obtain more attention from their teachers. Therefore, it is exhausting and difficult for teachers to work in overcrowded classrooms because they confront behavior problems and low levels of attention very frequently. In order to avoid that teachers and students feel stressed out in overcrowded classrooms, Mergen (n. d.) indicates, “The room needs a focus for the teacher's instruction and students need to be able to move around easily. The room must be spacious enough to accommodate everyone and allow for reconfiguring desks while maintaining clear lines of visibility ”. Therefore, it is necessary to have enough space for accommodating students without affecting lines of visibility. In addition, the author explains that the position of elements in the classroom must be arranged in such a way that promotes effective learning.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

There have been some previous studies that have corroborated with this topic. For instance, Monegan (2009) conducted research with the aim of finding out if teacher was able to control the discipline in a private high school in Jordan. The day of the observation, the researcher drew on how students behaved throughout the class and what strategies the teacher employed to control them. The results were that almost all the forty students misbehaved. It was perceived aspects such as laughing during the class, not participating, issuing annoying voices, eating in the classroom, using the mobile phone, cheating, non interest of teaching material, and teacher's interruption. Under these bad behaviors, teacher tried to control them by speaking too loudly; but it did not produce any result. The researcher concluded that the reason of students' misbehavior was due to a bad teaching management and a lack of teaching experience especially in those newbies teachers.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Throughout these years the English teaching-learning process in Ecuador has remained unnoticed. Year after year the governments in turn have disregarded this area of education without giving any relevance. This problem is evidenced on the p oor Student’s English Language Level and on their low performance not just at high school but also at the university. In fact, after six years of study or more the students cannot use the language at an acceptable level. Consequently, the students are not able to access to update information which can be vital for their careers, they cannot access to international scholarships, and they are not qualified to apply for immersion programs abroad.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

conclusion is that motivation is the main factor that affects the choice of the strategies, followed by experience in studying English, and gender respectively. Moreover, Kirkpatrick and Jianrattanapong (2012) conducted a research in Bangkok. The purpose of the study was to investigate factors contributing to English learning success of Thai students at the leading high schools in Bangkok. The instrument used for collecting data was a questionnaire. This questionnaire consisted of close-ended and open-ended questions using likert scale with 5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, 1 = strongly disagree. The questionnaire included general views on: the English teachers, attitudes to English and culture, the use of learning strategies, outsi de class learning activities, students’ backgrou nd, and personality traits . The questionnaire also included respondent’s information such as personal information of gender, type of school, program, practice, skills, experience abroad, effects from the entrance examination, etc. Kirkpatrick and Jianrattanapong ’ conclusion is that the factors leading to success in learning English include teachers, attitudes toward English and its culture, activities outside the classroom, personality traits, and students’ background .
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

The main objective of this project is to determine the principal “Factors that influence the English language teaching-learning process in Ecuadorian private high schools” in order to improve the English education quality in Ecuador. The study tends to achieve B2 teachers English level for the purpose of upgrading their ability in teaching English. The Ministry of Education will offer training programs for teachers who have not reached the standards, which are needed to teach English successfully. It means a B2 level, according to the Common European Framework of Reference (CEFR) (SENESCYT, 2012), which includes six levels of proficiency which range from A1 to C2. A1 and A2 levels correspond to Basic English language level users, who are capable to narrate their personal experiences using basic vocabulary and simple tenses. Besides they can interact in a simple way.
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The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools

The methodological component, which is shaped by the methods, resources, and techniques applied by teachers, is considered the most important one because if these aspects are successfully applied, the teaching-learning process will be of great importance to achieve effective results. That is why this research refers to the additional materials that teachers use in class, which play a very important role in English classes as a tool to facilitate the EFL learning process in private and public high schools.

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

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

The last investigation to be included in this report was conducted by Aduwa- Ogiegabaen & Iyamu (2006). The objective of this study was implied in three research questions. The first one aimed to determine if secondary school teachers use instructional material frequently in their English classes. The second question aimed to find out if teachers use appropriate methods in teaching English frequently. The third question tried to investigate if students in secondary schools in Nigeria learn the language in a favorable environment to learning. Questionnaires and observational schedules were used in order to accomplish this study. The questionnaire was composed of four sections with items like school type and location, instructional materials/media, methods used by teachers frequently, and school environment.
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The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

The use of supplementary materials in EFL classes: A comparative analysis of public and private high schools

Today English is so widely used as an international language that most parents want their children to learn it. People are aware of the importance to learn English because it is the most spoken language around of the world, especially when they have to work on computers, business or general international communication. English learning has become very important and necessary for success in adult life for those reasons. Therefore, educators have the responsibility for students’ learning, and this process may take place in a private and public high school or other learning environment. Every day, the use of new strategies and techniques for teaching English is becoming of great significance.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Soureshiana, Riahipour (2010), this study focused on the influence of gender in the EFL classroom, the study was carried out in Iran at pre-university schools. The researchers wanted to see if females performed better than males, if there scores in achievement tests were different and how big the difference was. The methodology for the study was simple as they assessed test scores from the end of second semester test, which tested vocabulary, grammar, sentence function and reading comprehension. A special statistical analysis software package called SPSS (Statistical Package for Social Sciences) 16.0 was used to analyze the data. The results showed that the females performed better in the tests than the males, these results show that gender is an important factor in EFL learning, they found that the effect is significant.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

From the study, 9 teachers agreed that a class with10 to 15 students is appropriate for effective English teaching. This number represents 60 % of the total. Then, 5 teachers said a classroom with 16 to 25 students is appropriate; this figure accounts for the 33 % of the total. After that, 1 teacher said that the appropriate number of students is from26 to 30 representing 7 % of the total. There was no teacher claiming more than 31 students is acceptable to have a successful English lesson. Woodward (2011), establishes that large classrooms pose several problems like the noise, and too many students restricted to a small area as well as not having enough time to provide them with correct feedback assessment or any individual attention. These are good reasons to consider why most observed teachers agreed on having fewer than 16 students in a classroom. Nevertheless, there is a reasonably large group of the observed teachers who claim a larger number is appropriate instead. The reason is because although the number is high, there are ways to counter-
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

“ Yo , Pazmiño Paredes Diana Carolina declaro ser autor (a) del presente trabajo de fin detitulación: “Factors that influence the English language teaching- learning process in Ecuadorian privat e high schools” , de la Titulación de Ciencias de la Educación mención Inglés, siendo Mgs. Nina Nesterenko director (a) 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.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Abu-Rabia (1996) conducted other a research to determine how students’ attitudes and cultural backgrounds affect their reading comprehension of familiar and unfamiliar information in their first and second language. Eighty three students from two intermediate schools in southern Israel participated in the study. Most of the participants in both schools were from families of low socioeconomic status, and they studied English 5 hours a week. The method used was quantitative. Data was collected through reading tests and questionnaires. During the research process, the participants completed a 15-rain pretest about the stories they were to read in the investigation. A week after the pretest, the participants were administered a 20-rain questionnaire to assess their attitudes toward learning English. The reading tests were administered 2 days later; each group of participants received one story a day for 3 days.
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