The aim of this research is to inform about the factors that influence English language learning. The purpose is to analyze the aspects that influence the English language teaching- learningprocess. This research was done in Valle de los Chillos- Quito, Pichincha Province. The sample selected was a group of 15 teachers in 7 different private High Schools. The age of students varied from 13 to 18 years old. There was a quantitative method applied for showing the exact results of this research. Different instruments such as questionnaires, interviews, and observations were used. The data was tallied, categorized, and analyzed based on four factors: teachers, student, classroom, and educational institutions.
At the end of each observed class a questionnaire was applied to each student. The questionnaire had some questions that would determine whether or not large classes affect the English language teaching-learningprocess. Students could give ideas and suggestions about the management of the English classes and how teachers could motivate them to learn English. Students were not worried about its large classes. They mentioned that teachers have to innovate their teaching methods and make English fun. A personal notebook or field journal was also used to take notes during each observation.
The analysis of the factors affecting the teaching-learningprocess opened the opportunity for this research with the topic “Factors that affect the English language teaching-learningprocess in Ecua dorian public high schools” . Its purpose is to analyze the factors that affect the English language teaching-learningprocess. The specific objectives that are tried to reach with this study are determine the classroom conditions in which English lessons take place, identify the characteristics of in- service English teachers , and determine teachers’ instructional compete nce. Previous researches related to the theme have been conducted in different countries. One of the studies was conducted by Oyinloye (2010) and the purpose of the study was to establish the teachers’ and students’ perception about classroom
Graph 17 illustrates that according to the date obtained from the teachers’ questionnaire, 100% of teachers surveyed responded that they use teaching resources and supplementary materials in their classes. The supplementary that they mentioned were flashcards, games, pictures and books. The teachers answered that they found it very important the use of these resources because by using them, teachers can develop the English teaching-learningprocess in a better way. Also, some teachers explained that when they wanted their students to watch a movie or present a special lesson, the institution provided with a classroom with projector and Internet.
The way the classroom is organized influences in the teaching-learningprocess as different arrangements can influence the atmosphere and help with the implementation of certain teaching strategies or activities. About it Gower, Phillips, Walters (1983) explain that the position of the teacher and the manner in which the students of the class are organized are very important in the teaching-learningprocess. They also say that different cultures prefer different forms of communicating, for example Arabs like to be close when they talk. The modern arrangements are presented by Harmer (2007), they include the horseshoe, separate tables, and orderly rows. Teachers choose the best method. The arrangement that the teacher uses should be flexible depending on the class size and the activity to be carried out. Classrooms have to be big enough in order to manipulate tables and chairs easily.
Nowadays, the learning of English language is considered something very essential. It is used in almost all areas of knowledge and human development. Regrettably, most of the students of Ecuador that finish high-school recognize that they do not have a good level of English that will allow them to have an effective academic development. Consequently, students often lose a lot of opportunities such as jobs with better payment, trips, immersion programs, opportunities to improve their creativity and self-confidence to develop any work that involves English. For this reason, it is essential to do a research about the factors that affect the English language-teachinglearningprocess, especially in Ecuadorian public high schools, in order to find out some practical alternatives that will help to the improvement of the students’ English level and to the teaching - learningprocess.
Nevertheless these advances, there are others aspects in the process of teaching English that have not even been considered. In addition, the low English level of graduate students attending universities demands for more investigation in this field. That was the motivation for researching the factors that influence the English language teaching-learningprocess in Ecuadorian private high school. The specific objectives were: (1) identify student´s English level and their needs in the classroom, (2) diagnose the classroom environment in which English lessons take place, (3) define the characteristics of in-service English teachers, (4) investigate institutional facilities and norms regarding quality education. The value of this research consists on discovering the situation of the teaching English language in high schools. Through the analysis from different perspectives: teacher, students, classrooms and institutions; this study has tried to meet how all these interrelated factors influence in the teaching.
“ Yo , Pazmiño Paredes Diana Carolina declaro ser autor (a) del presente trabajo de fin detitulación: “Factors that influence the English language teaching- learningprocess 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.
From this research the expectations will be of educational transformation, the factors identified in this research such as the good communication between teacher and students, self confidence in students, discipline, good dynamics and the use of audio-visual tools will be introducing in the classrooms of the teachers and will have an acceptance by the teachers because they facilitate the development of the teaching-learningprocess to achieve excellent learning in their students, through the use of these factors will motivate their students to learn and the students are going to benefit in their English class as a foreign language, so this research project is made available to the directors of the institution Camilo Torres Monteria for their respective use to serve as pedagogical strategy in the institutional curriculum in the English language area.
45 On the contrary, the 20% of teachers who answered that there were 26 to 30 students worked at night. In the same way, 7% of teachers who indicated that classes have between16 to 25 students also worked in evening hours. In the observed public high schools with night schedules there were adult students who work during the morning, they have not completed their studies, and need a High School Diploma to enter the university. Similarly, there were young students who help their parents at home or private business and they study at night. An important aspect observed in these classes was the high amount of absent students. That fact influenced class size because there were fewer students than usually and it was not possible to observe the teaching- learningprocess under real conditions.
the lesson, block and annual plans as the base, which allows them going forward, backward, or even remain more time than planned on a determined lessons to review, repeat and reinforce, if it was necessary. In addition, since a plan gives a wide view of the total school year, the lessons can continue faster depending on the level of students assimilating the topics. Moreover, planning permits teachers to have a historical report of the past and coming lessons, besides having a complete view of the whole year, considering teachers and students ’ roles and needs to adjust changes and improvements to have a successful teaching- learningprocess. About this Butt (2009, p. 1-2) states, “The key to good teaching, purposeful class management and the achievement of sustained educational progress lies in effective planning. Learning does not occur by chance ”
“Yo Torres Falcón Christian Oswaldo declaro ser autor(a) del presente trabajo de fin de titulación: “Factors that influence the English language teaching-learningprocess 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.
As we have seen in the graphs above the number of students is another decisive factor that teachers consider affect the development of a productive teaching-learningprocess. One of the int erviewed teachers said “As we know thousands of public schools across the country are seeing their class size swell because of budget cuts and teacher layoff, undermining a decade-long push not only by parents but administrator and policy makers to shirk c lasses’ size”. In fact, how the number s of students in classes have risen across the country has been directly affecting the teaching-learningprocess. Do you use teaching resources (TV, tape/cd recorder, computer(s), projector (s), smart board, and supplementary materials)?
The results of this research truly showed a change in students´ behavior from the implementation of task based learning. When the class began students preferred individual activities such as reading and writing but by the end of the class they indicating stronger desires to work in pairs or groups. The second result of interest was that at the beginning of the class students felt unsure about activities where speaking need to be understood, however by the end of the class students were showing more confidence when they had to do tasks that involved speaking, listening and reading. Finally, through the course of the class students became more active in the tasks and showed more interest.
Each part of the lesson must be complete according to the plan so the teacher must tell students how much time they have for a specific activity and they must finish it according to that. Instructions must be clear and logical. Feedback is not possible in all the classes but it helps to correct mistakes. As Spratt, Pulverness and Williams (2005) argue, feedback is really important because it helps learners to understand what their problems are and how to improve their learning. In some classes according to the observations teachers should control discipline in a better way. Tomlinson and Imbeau (2010) claim teachers can control discipline by using direct instructions, monitoring the class, with positive discipline, clear instructions and having the attention of everyone before starting the lesson.
Similarly, Harmer (2004) describes language aptitude as the fact that students learn languages better than others. There were several exercises to establish this paradigm by means of t ests that measured linguistic aptitude. They were carried out in the 1950’s and 1960’s. Although the concern of measuring how well a student can learn a language through these tests, they proved to be flawed in several aspects and became a test that measured general learning ability. Yet, the tests gave light to realizing that those who have a general, analytical way of learning in general have to struggle more to learn another language.
available to teachers. Taking into account the observed classes, it was seen that just 1 of the 15 teachers (6.67%) used a CD recorder to play a song to complete a task in the book. Other teacher (6.67%) used supplementary material to teach the class, there were some extra printed tasks, while the remaining 86.66% did not use any device or resource to complement their classes. According to Richards & Renandya (2002), teaching materials are a key component in most language programs. Whether the teacher uses a textbook, institutionally prepared material or makes his or her own materials, these resources are considered as the basis for much of the language input learners receive in class. The role and use of materials in a language programs is a significant aspect of language curriculum development. In other words, because of the majority of teachers did not use any type of resource in their classes, they are not helping their students to receive the necessary input and practice second language enough in order to allow them to develop skills in acquiring English as a foreign language.
To learn is to acquire knowledge or skill. Learning also may involve a change in attitude or behavior. Children learn to identify objects at an early age; teenagers may learn to improve study habits; and adults can learn to solve complex problems. Pilots and aviation maintenance technicians need to acquire the higher levels of knowledge and skill, including the ability to exercise judgment and solve problems. The challenge for the aviation instructor is to understand how people learn, and more importantly, to be able to apply that knowledge to the learning environment. This handbook is designed as a basic guide to educational psychology. This chapter addresses that branch of psychology directly concerned with how people learn. (Downloaded on Human Behavior on May, 1)
21 Motivation plays a crucial role in student learning, it is usually described as an inner state that stimulates, directs, and preserves behavior. Woolfolk (2007) states that the majority of teachers have reached an understanding that motivating students is one of the critical tasks of teaching. In order to learn, students must be cognitively, emotionally, and behaviorally involved in productive class activities. In a teacher’s mind, motivated students are usually those who participate actively in class, express interest in the subject matter, and study a great deal. This desire to achieve specific objectives is the foundation of motivation and, if it is strong enough, it would motivate the student to the point where a decision to act is eminent.
have in their classes to be appropriate to teach English. They exposed in the survey that these resources are used because it helps to stimulate different learning styles, to explain better their lessons, to develop the four language skills, to teach dynamic classes, and to facilitate the development of many activities so that the students increase their knowledge. These results were confirmed in most of the observations since the resources used by the educators were suitable for their classes; that is, the materials were colorful, attractive, and of good quality. This enabled the learners to focus their minds on doing several tasks to dynamically practice their listening, speaking, reading, and writing skills as much as they could.