INSTITUTO ACADÉMICO DE IDIOMAS
REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR
5(2), AGOSTO 2024 - ENERO 2025, PP. 44-62
REVISTA KRONOS
Factors that affect the learning of English as a foreign language in Superior Basic Education
Angie Nicole Rivas Bermello | Universidad Técnica de Manabí - Ecuador
Mónica Elva Vaca Cárdenas | Universidad Técnica de Manabí - Ecuador abstract In recent years, English has increased its influence in most of the world because it provides great opportunities to improve the quality of life of people who practice it. The teaching of English as a Foreign Language (EFL) is of significant importance within the basic education curriculum in Ecuador. However, the learning of this foreign language is a difficult task for teachers and students. Therefore, the objective of this research is to identify the factors that affect the learning of English as a Foreign Language in Superior Basic Education. This research had a mixed approach (quantitative and qualitative). The techniques for data collection were a survey directed to 50 students of Superior Basic Education and an interview directed to 2 teachers and 3 parents, who belong to two public educational institutions located in the city of Portoviejo, Manabí, Ecuador. The main results showed that most students perceived dissatisfaction with learning English. It also gave evidence on how the linguistic, social, economic, cultural, and emotional factors, lack of resources, and teacher training affect the learning of English as a foreign language in students of Superior Basic Education. Therefore, all the education stakeholders must collaborate to find solutions to mitigate the affections.
keywords Factors affecting learning, EFL, Superior Basic Education, Ecuador, Portoviejo, foreign language acquisition.
fecha de recepción 14/07/2024 fecha de aprobación 20/11/2024
Factores que inciden en el aprendizaje del inglés como lengua extranjera en la Educación Básica Superior
resumen En los últimos años, el inglés ha incrementado su influencia en gran parte del mundo debido a que brinda grandes oportunidades para mejorar la calidad de vida de las personas que lo practican. La enseñanza del inglés como lengua extranjera (EFL) tiene una importancia significativa dentro del currículo de educación básica en Ecuador.
Sin embargo, el aprendizaje de esta lengua extranjera es una tarea difícil para docentes y estudiantes. Por lo tanto, el objetivo de esta investigación es identificar los factores que inciden en el aprendizaje del inglés como Lengua Extranjera en la Educación Básica Superior. Esta investigación tuvo un enfoque mixto (cuantitativo y cualitativo). Las técnicas de recolección de datos fueron una encuesta dirigida a 50 estudiantes de Educación Básica Superior y una entrevista dirigida a 2 docentes y 3 padres de familia, pertenecientes a dos instituciones educativas públicas ubicadas en la ciudad de Portoviejo, Manabí, Ecuador. Los principales resultados mostraron que la mayoría de los estudiantes percibían insatisfacción con el aprendizaje del inglés. También se evidenció cómo los factores lingüísticos, sociales, económicos, culturales y emocionales, la falta de recursos y la formación del profesorado afectan al aprendizaje del inglés como lengua extranjera (EFL) en estudiantes de Educación Básica Superior. Por lo tanto, todos los agentes educativos deben colaborar para encontrar soluciones que mitiguen las afecciones.
palabras clave Factores que afectan el aprendizaje, EFL, Educación Básica Superior, Ecuador, Portoviejo, adquisición del lenguaje extranjero.
DOI: https://doi.org/10.29166/kronos.v5i2.6943
pISSN 12631-2840
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional eISSN 2631-2859
© 2025 Universidad Central del Ecuador
kronos.idiomas@uce.edu.ec
INTRODUCTION
The whole world has become accessible and familiar to all countries around the world, as English is used as a common language. Even though there are some variations in ha-bits, cultures, and traditions, English has served as the global language for several decades (Mahu, 2012). In the contemporary era of globalization, acquiring proficiency in English holds significant relevance. The fundamental literature across various academic disciplines is predominantly in English, and essential information on the Internet is also presented in the English language (Chávez, Saltos & Saltos, 2017). Tram (2020) states that English is recognized as a global language and finds extensive application in various domains, including business, science, politics, and media worldwide. Nowadays, the integration of English as a foreign language (EFL) is a way to understand the diversity of cultures, to know in-depth important details of each one of them, and to have access to international work topics (Bobykina, 2015).
According to Moeller (2015) EFL is the acquisition of a foreign language mostly within a classroom and not practiced or applied in real life. The teaching of English as a foreign language (EFL) holds significant importance within the curriculum of elementary education in Ecuador. Decharotchanawirun (2015) mentions that English has emerged as a pivotal element in the realm of business and the global workplace. The increasing need for international collaboration has led to English becoming the most commonly utilized language. In the constantly evolving contemporary landscape, the English language has gained significance as a crucial means of communication and stands as the primary instructional language in education. Qi (2016) states that English became a mandatory subject in China, starting from the third year of primary education in 2003; it is progressively being incorporated into the curriculum at even earlier stages in numerous schools. Before 1912, the teaching of the English language in Ecuador’s secondary schools was completely foreign. It was after that year that this language began to be taught in many schools in this country. It became mandatory throughout Ecuador in 1950, under the government of Galo Plaza Lasso (Cifuentes et al., 2019). Among the problems, Ubaydullayeva (2022) mentions that teaching the English language to non-English speakers is a difficult and tedious task for teachers. Riadil (2020) states that in real life, learning English is a challenge for Indonesian students even after ten years of learning English and the reason is that their first language is the local language and their second language is Bahasa Indonesia. Thai people cannot understand the message of a long and complex conversation as they can only understand simple phrases and common expressions, but often cannot communicate fluently and adequately in writing and speaking (Tantiwich & Sinwongsuwat, 2021).
Horwitz, Horwitz, & Cope’s (1986) research on foreign language classroom anxiety highlights the significant role of self-efficacy beliefs in EFL learning contexts. Swan & Smith (2001) analyze various linguistic backgrounds and highlight the interference patterns, structural differences, and other challenges that contribute to errors in learners’ English production. Van (2008) states that Vietnamese students who embark on English language studies often encounter challenges when it comes to grasping English grammar, specifically in handling English aspect. This difficulty may arise due to the absence of tense and aspect markers on verbs in the Vietnamese language. Johari & Jamil (2014) mention that the relationship between personal problems and English teaching practice is not educating the current generation well.
In Ecuador, some factors that affect the learning of EFL include the lack of preparation of teachers, and the continuity and lack of dynamism required to master a new language (Merino et al., 2019). The age at which children begin learning another language is not early. Factors like birth order, gender, personality, aptitude, and preferred learning methods influence how children acquire languages (Cabrera et al., 2019). According to REVISTA KRONOS 5(2), agosto 2024 - enero 2025 | pISSN 12631-2840 | eISSN 2631-2859
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Factors that affect the learning of English as a foreign language in Superior Basic Education Sevy et al., (2020), other factors are; inadequately trained teachers with limited English proficiency, unmotivated students, overcrowded classrooms, excessive teaching loads, insu-fficient hours allocated to EFL classes, and inadequate infrastructure collectively contribute to the demotivation of students, hindering their progress and learning in EFL.
Even though there is research about the learning of EFL, more investigation is needed on the factors that affect EFL learning in younger generations. Specifically, in Basic Education, at Portoviejo city, Manabi Province, Ecuador country. Therefore, the objective of this research was to identify the factors that affect the learning of English as a foreign language (EFL) in students of Superior Basic Education.
LITERATURE REVIEW
ENGLISH AS A FOREIGN LANGUAGE (EFL)
Learning English as a foreign language is a common practice worldwide. In many countries, English is not the primary language of communication but is instead taught in schools as part of the curriculum. While it may be widely taught, it typically does not hold the same level of importance in national or social contexts as it does in English-speaking countries.
As a global language, English instruction is just one component of foreign language education. Consequently, the majority of English learners outside of English-speaking regions often have instrumental motivations for acquiring the language. These motivations typically revolve around practical purposes such as travel, intercultural communication, or gaining a deeper understanding of the language itself. The teaching of English and other modern languages in schools serves an educational purpose, catering to learners who consciously choose to pursue language acquisition with specific objectives in mind, whether it be exploring other countries, interacting with foreign individuals, or expanding their linguistic proficiency (Rustamov, 2022). Cronquist & Fiszbein (2017) mentioned that proficiency in English is becoming more and more essential for business and global interaction, closely tied to opportunities for economic competitiveness and expansion in the worldwide market. Across Latin America, interest in acquiring English skills is on the rise leading to increased accessibility to English learning opportunities for its residents. Muñoz et al., (2018) argued that in contemporary Latin American societies, mastering English has evolved into a necessity for various aspects of daily life, particularly for those aiming to enhance their career prospects and personal growth. Consequently, the Ecuadorian government has adopted policies and regulations to enhance the quality of English language instruction. Moreover, significant investments have been made in resources, teacher training, and educational initiatives, alongside providing scholarships for students, to further support English language learning endeavors.
BASIC EDUCATION
According to Adepoju (2007), Basic Education has the following objectives. Developing a conscientiousness for education for education involves cultivating a strong sense of responsibility, diligence, and attentiveness toward learning and academic pursuits. Reducing drastically the incidence of dropping out of the school system. Ensuring the acquisition of appropriate levels of English in Basic Education. Lauwerier & Akkari (2015) mention that in 46
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sub-Saharan Africa the low level of teacher training hinders any improvement in the quality of basic education improvement in the quality of basic education. In another way, Ninlawan (2015) defines teachers as important people in studentś life but they have to improve perio-dically to teach with better visions. Mąkosa (2013) mentions that without the existence of digitized media, education could not have advanced as far as it has. The use of technologies does not always bring benefits as untrained teachers often use them without knowing the risk they could have to the learning of students and themselves (Negoescu & Boştină, 2016).
FACTORS AFFECTING EFL LEARNING
From cultural and socio-economic contexts to individual learner characteristics and instructional methods, numerous elements play pivotal roles in shaping the process of English language acquisition. Examining these factors provides insight into the challenge’s students face, the diversity of approaches required to meet different needs, and the dynamic inter-play between language, social, and cognitive processes. Immersing oneself in this diverse context provides a comprehensive framework for optimizing English language teaching and language skills development in a variety of global contexts. Several factors may influence the acquisition of EFL such as: linguistic, social, economic, cultural, emotional, resources, and teacher training.
LINGUISTIC FACTORS
Underhill (2005) said that English phonetics and pronunciation can be challenging due to differences in sounds and intonation. Speaking proficiency is often considered one of the most challenging facets of language acquisition, posing obstacles for many learners who struggle to articulate their thoughts fluently in a foreign language (Leong & Ahmadi, 2017). Gilakjani & Sabouri (2016) mention that although EFL learners are proficient in their language, they usually have a lot of problems with reading skills.
SOCIAL FACTORS
Gholami et al., (2012) argued that language acquisition often occurs through active engagement in social interactions with native speakers. Beyond being merely a place for intellectual pursuits, students perceive the classroom as a multifaceted environment encompassing social, emotional, and physical dimensions. In an educational setting, disruptive behavior by students can significantly impact the atmosphere and emotional well-being of both teachers and their peers, impeding progress toward educational objectives and reducing the overall effectiveness of learning for everyone involved in the classroom (Lugrin et al., 2016).
ECONOMIC FACTORS
Students from economically disadvantaged families tend to exhibit lower intellectual abilities, with a slower pace of work and lower levels of concentration when completing tasks.
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Factors that affect the learning of English as a foreign language in Superior Basic Education by studying the economic characteristics of the environment surrounding them leading to a decrease in academic performance (Serrano, 2013). Cummins (2000) dictates that the socioeconomic environment can act as a facilitator or barrier to language learning, affecting educational opportunities and access to resources. Individuals with lower incomes often find contentment with the educational opportunities provided by low-quality private or public schools, primarily due to financial constraints that prevent them from accessing higher-quality educational options or providing private English tutoring for their children (Salameh, 2012).
CULTURAL FACTORS
According to Wang (1993), it is essential to uphold the strong connection between culture and language to ensure students attain a comprehensive understanding of language meaning. She asserts that discrepancies in values and attitudes pose primary challenges in foreign language acquisition. Byram (1997) points out that cultural differences between students and the target culture of English can influence attitudes, perceptions, and behaviors related to language learning. Pedagogical practices should consider linguistic and cultural barriers to facilitate effective learning, promoting the integration of cultural and contextual elements in the teaching process (Canagarajah, 2006). In Saudi Arabia, obstacles to English learning arise from both domestic and educational environments. Only a small number of parents oversee their children’s homework, leading to minimal review of classroom material by the students themselves (Ahmad, 2015). Al (2008) mentions that in this context, cultural obstacles impact the learning environment and the overall dynamics of the classroom.
EMOTIONAL FACTORS
Feelings hold significant sway over individuals, impacting their choices regarding the pursuit of learning a new language and their perseverance in language classroom activities (Méndez Lopez & Pea Aguilar, 2013). Ismail (2015) suggests that to cultivate a harmonious classroom environment and diminish negative emotions, English educators must acknowledge and address the academic emotions of their students as integral to the educational process. Generally, negative emotions impact students’ motivation, attention, and utilization of learning strategies (Zeidner, 1998). Similarly, Goleman (1995) argued that students who are anxious, angry, or depressed do not learn; people who are caught in these states do not take in information efficiently or deal with it well. For instance, anxiety is the most extensively researched emotion in academic contexts (Pekrun et al., 2002). Motivation is a driving force that directs and sustains behavior toward the achievement of specific goals, such as learning a foreign language (Gardner, 1985). Self-efficacy refers to individual beliefs in the ability to organize and execute the actions necessary to achieve specific goals, such as learning a foreign language. Learning styles influence how individuals perceive, process, and respond to information, which can affect their ability to learn a foreign language effectively (Kolb, 1984). Emotions are integral to the learning process overall, and this holds especially true for foreign language acquisition. Despite the increased focus on the affective domain in language learning due to humanistic approaches, the emotional experiences of EFL learners regarding listening, speaking, reading, and writing skills have not received sufficient attention (Pishghadam et al., 2016).
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RESOURCES AND MATERIALS
Tomlinson (2003) defines that the availability and adequacy of teaching resources, such as textbooks, technology, and audiovisual materials, can affect the quality and effectiveness of teaching EFL. Instructional resources play an important role in language teaching and learning, facilitating access to meaningful content, practices, and experiences for learners (Tomlinson, 2012).
TEACHER TRAINING
Freeman (2002) argues that continuous and reflective teacher training is essential to develop pedagogical, methodological, and didactic competencies in language teaching. Ricento (2006) argues that education policy can significantly influence language teaching and learning by establishing standards, curricula and resources for EFL program.
METHODOLOGY
This research had a mixed method approach because quantitative and qualitative data collection methods were applied in a descriptive and exploratory way. This approach allowed for the identification and analysis of specific factors that hinder the learning of EFL within the context of basic education. A qualitative approach to research delved into phenomena through subjective understandings, emphasizing rich, non-numerical data to gain a pro-found understanding of participants’ experiences (Vaca-Cárdenas et al., 2017). Quantitative research involves collecting and analyzing numerical data to identify patterns, make predictions, test causal relationships, and generalize results to a larger population. It differs from qualitative research, which focuses on non-numerical data such as text, video, or audio.
DATA COLLECTION METHODS
The methods used in this study are interviews and surveys, the interview tool is a questionnaire that is recorded and transcribed. The interview questions were focused on the factors that teachers think hinder the learning process (Fontana & Frey, 2005) said that the utilization of interviews for gathering information in qualitative research has brought about an awareness that interviews are not neutral instruments for data collection. The survey’s instrument was a questionnaire, which was answered manually. Data collection in this research was a structured questionnaire which the participants were had.
PARTICIPANTS
This research was conducted in two public schools in Portoviejo City, located in Manabí province. The survey was conducted on thirty students in the 8th, 9th, and 10th years of superior basic education. The interview was conducted with two English teachers of Superior Basic Education, and four parents of this level. The participants volunteered to take part in this study to share their opinions and perspectives about the topic.
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Factors that affect the learning of English as a foreign language in Superior Basic Education INCLUSION AND EXCLUSION CRITERIA
Table 1. Inclusion and exclusion criteria
Inclusion criteria
Exclusion criteria
Students’ Survey
Be students of 8th, 9th, and 10th year Students from other levels differ-of basic education
ent from the 8th, 9th, and 10th
years of basic education
Parents’ Interview
Parents of 2 students of 8th, 9th, and Parents of students on other levels 10th year of basic education with Parents who do not wish to col-high performance
laborate voluntarily
Parents of 2 students of 8th, 9th, and
10th year of basic education with low
performance
Parents who wish to collaborate vol-
untarily
Teachers’ Interview
Teachers of students 0f 8th, 9th, and Teachers of students on other lev-10th year of basic education.
els.
Teachers who wish to collaborate vol- Teachers who do not wish to col-untarily
laborate voluntarily
RESULTS
STUDENTS’ SURVEY
SATISFACTION ABOUT THE TEACHING AND LEARNING PROCESS OF EFL
60% of Superior Basic Education students expressed dissatisfaction with the learning English process. On the other hand, 36% of students like it very much, followed by 4% who like it little. These results suggested that six out of ten students of Superior Basic Education do not like to learn English, while only four out of ten students like it; suggesting that most students do not like to learn English.
ACTIVITIES FOR LEARNING ENGLISH
52% of students stated that their favorite activities for learning English were songs, followed by 38% who said games. Two percent of students expressed that their favorite activities were speeches, followed by 2% who liked roleplays, and finally 6% of students mentioned other activities such as (Crosswords, Letters soup, Movies, and Series). These results suggested that six out of ten students claimed that playing games was the best 50
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activity for learning English. Three out of ten students mentioned songs; this is because through games they can express their abilities while they enjoy the environment.
IMPORTANCE OF ENGLISH
40% of students mentioned that English is important because it provides better opportunities for jobs, followed by 20% who stated that English is important for communicating with foreign people. Eighteen percent expressed that English is important for studying in foreign countries. Likewise, 18% of them said that English is important for traveling to foreign countries. Finally, 4% of students mentioned that English is not important to them.
It can be interpreted that four out of ten students showed that English is important because through it they can obtain better job opportunities.
FACTORS THAT AFFECT ENGLISH LANGUAGE LEARNING
44% of students indicated that linguistic factors affect their English language learning. On the other hand, 30% of students stated that the factors that affect their English language learning were emotional factors, followed by 8% who said social factors. Also, 6% of them expressed that lack of resources was the factor that affected their English language learning, likewise, 6% of students mentioned teacher training. In addition, 4% of students said that cultural factors affect their English language learning and finally, 2% of students stated the economic factors. It can be interpreted that four out of ten students considered that emotional factors such as motivation affect their English language learning (See Figure 4).
Table 2. Teachers’ Interview key points
QUESTION
TEACHER 1
TEACHER 2
1. In your opinion, do “I comment that yes, there “I think that most of them like to your students like to is a high group of students learn English, with certain excep-learn English? Why?
who are interested and find tions, I think they like it because it attractive to hear a new they like to resolve the exercises language”
and activities that I gave them”
2. What activities do your “They like many activities “The students like drawing activi-students like to do to where they develop the ex- ties or joining lines, also when there learn English?
ercise. For example, they like are songs with a lot of rhythms songs very much, they like where they can move a lot, they to work on worksheets, they like to do that a lot”
like that very much”
3. How do linguistic fac- “It affects them a lot espe- “That is the main problem we have tors (speaking, read- cially because of the fear they since in most of the courses we find ing, listening, writing, feel when developing these students with SEN, mainly when pronunciation, phonics, skills, especially the acquisi- they do not know how to read or vocabulary) affect your tion of materials”
write it is very difficult to carry out
students’ English lan-
a class with them even though they
guage learning?
have a didactic material such as a
book”
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Factors that affect the learning of English as a foreign language in Superior Basic Education 4. How do social factors “Yes, it affects their develop- “It affects a lot because there are (classroom environ- ment because they feel too always two, three or even more in ment, peer behavior) shy to develop with the rest the classroom who are quite un-affect your students’ of their classmates because disciplined, who talk, yell, and get English language learn- there is always someone who up, so this often makes you lose the ing?
wants to interfere in the thread of class and get unfocused, class”
you have to be calling attention to
be able to resume the class and re-
gain order in the classroom”
5. How do economic fac- “It affects a lot since you “Yes, because there is a lack of tors (lack of family fi- know that the ministry does support from parents because they nancial resources for not provide all the instru- cannot only hire private courses educational expenses) ments, resources, and didac- but there are many digital tools, affect your students’ tic materials and it is up to us there are worksheets, there are English language learn- to work on that, even so, the online courses that are free where ing?
students are never denied a children can listen”
material and yes, it affects a
lot, especially in the acquisi-
tion of materials”
6. How do cultural factors “I commented that we don’t “I have only been teaching for a (cultural barriers, cul- have many foreign students few years and in the previous years tural differences such now, but when it was our I have not encountered foreign stu-as language, traditions, turn it was quite hard for dents, so far, I have not had any customs) affect your them mostly because it was problems in this area but I think it students’ English lan- not common for them to could be a problem because of the guage learning?
receive the subject, but the jargon used in each city or country kids here have been receiv- but one always tries to understand ing the language for the last the meaning of a phrase or word few years, so they are already through an image or a narration”
familiar with it”
7. How do emotional “It does affect them a lot “It affects a lot, since there is a lack factors (lack of moti- because the students feel of motivation on the part of the vation, anxiety, embar- self-conscious on many oc- students and parents because they rassment or insecurity) casions”
consider that English is not an im-
affect your students’
portant subject and therefore do
English language learn-
not give it due attention. Regarding
ing?
embarrassment, or insecurity, every
time the school year begins”
8. How do lack of resourc- “It affects a lot because we “The ideal would be for each insti-es or materials (inade- have to work with what we tution to have an English lab where quate classrooms, lack have and sometimes the lack there could be a computer for each of books, computers or of resources and materials student or headphones so that they notebooks, lack of in- limits us”
can perform other types of practic-
ternet or libraries) af-
es that cannot be done in a normal
fect your students’ En-
classroom”
glish language learning?
9. How do teacher train- “We usually train intending “If it affects something, it is very ing factors (subject-re- to obtain meaningful learn- important to know to be able to lated degrees, training) ing and lately the ministry transmit it to the students, to have affect your students’ has not focused on the area, the necessary training more than English language learn- only two years ago it sent a anything in the pedagogical area ing?
program that did not meet to be able to know what to give to the expectations of the En- the students and if you do not have glish teachers”
the degrees you can manage with
self-training to improve the quality
of the classes and how you reach
the students”
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10. Why is it important to “It is important because we “English opened the doors to other learn English?
must remember that most of opportunities and sources of work the information in the world that with my profession it has been is written in English, so in all complicated for me to get a job in fields, in all instructions, in that area”
all areas of development we
usually communicate in En-
glish, it is also very import-
ant that the children have to
understand, they understand
that if they have a video
game or a new device, every-
thing comes in English, so it
is very important”
PARENTS’ INTERVIEW
QUESTION
PARENT 1
PARENT 2
PARENT 3
1. In your opinion, “Yes, he likes it because “No, because I see that “Yes, he likes to does your son/ it is a language that is he does it out of obli- learn because he daughter like to not ours and it is always gation and as one more thinks English is learn English? good for children to learn task of the subject”
very important in
Why?
something more than
his academic devel-
what they already know”
opment in school,
then he likes to
learn English”
2. What activities “Watching videos to know “None other than what “Watching educa-does your son/ how to pronounce unfa- the teacher tells her to tional videos about daughter like to miliar words”
do and do the home- English, to learn
do to learn En-
work”
the words that are
glish?
most likely to be
used”
3. How do lin- “Yes, it affects because “It doesn’t affect her at “I think that it can guistic factors English is a complicated all because she has a affect him in the (speaking, read- language because Spanish good voice and I don’t sense that some-ing, listening,
as it is written is read and see her having any times there are writing, pronun- English is not, so that af- problems with pronun- words that sound ciation, phonics, fects”
ciation”
the same when they
vocabulary) af-
are mentioned in
fect your child’s
English, so it would
English language
affect his learning
learning?
in that area”
4. How do social “If it affects because even “Both affect her because “It affects in the factors (class- though there are kids who currently the class- sense that when the room environ- have the intention to learn rooms are not suitable other classmates do ment, peer be- and there are classmates for studying and the not pay attention havior) affect who are bothering them, noise from classmates to the class, they your child’s En- it makes it difficult for also affects her”
play, they distract
glish language them to learn”
the students who
learning?
do want to learn,
in that sense it af-
fects a lot because
the students are
not able to concen-
trate”
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Factors that affect the learning of English as a foreign language in Superior Basic Education 5. How do eco- “It affects a lot when you “I think the parent “It affects a lot be-nomic factors don’t have it but that’s should find a way to cause access to En-
(lack of fam- where the responsibility give her all the books glish courses is exily
financial of the parents has to ap- and everything she pensive, so families resources for pear to give the children needs to learn because often do not have educational ex- what they need, even so, if you send your chil- enough money to penses) affect there is no excuse because dren to study you have cover these costs, your child’s En- nowadays on Google you to have a way to pay for which are of great glish language can search for any topic the expenses”
importance because
learning?
you need to know”
English is seen in-
depth”
6. How do cultural “Maybe because not in all “I don’t think it af- “It could affect factors (cultural countries certain words fects anything because them in the sense barriers, cultural mean the same thing, so English is a universal that perhaps since differences such when translating it may language that everyone they are 10th grade as language,
be a little complicated be- learns and it is taught students, it could traditions, cus- cause all the words do not in schools all over the be very confusing toms)
affect mean the same thing”
world”
for them, but if it
your child’s En-
is handled in a bet-
glish language
ter way with basic
learning?
things, they would
receive the infor-
mation better”
7. How do emo- “Maybe embarrassment, “I think that in public “It affects in the tional factors fear of being judged, that institutions there is a sense that by not (lack of moti- if you don’t know how great need to teach the being able to provation, anxiety, to read or what a word methods correctly”
nounce English
embarrassment, means you will be made
words well they can
or insecuri- fun of”
be the object of rid-
ty) affect your
icule by their peers
child’s English
and students are
language learn-
frustrated and that
ing?
leads to their emo-
tional state, even
though they like
this language, mak-
ing them hesitate to
study and learn it”
8. How do lack “I think they shouldn’t “This affects a lot be- “It affects quite a of resources or stop there and look for cause the classrooms lot since nowadays materials (in- the most appropriate way are not adequate to re- many virtual envi-adequate class- for the kids to learn if the ceive classes”
ronments are used
rooms, lack of kids don’t have books,
more than any-
books,
com- make copies for them or
thing else in the
puters or note- on the internet look for
English language
books, lack of a sheet where they can
that you need to
internet or li- guide them and learn”
listen to many au-
braries) affect
dios to understand
and comprehend
your child’s En-
many things such
glish language
as phrases, words,
learning?
verbs, then it also
affects the sense
that the institutions
do not have such
resources and there
is no necessary sup-
port from the Min-
istry of Education
to adapt classrooms
with such needs”
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9. How do teacher “That depends on each “I think that there is a “I think that the training factors teacher because some- great lack of teachers foreign language is (related degrees, times the kids are enthu- who are not prepared not easy for those training) affect siastic about learning the for this subject because who study it, learn your child’s En- subject but it depends on everything should be in it, and teach it”
glish language how the teacher behaves English and nothing in learning?
with them and more so Spanish”
with English which is a
complicated subject, may-
Therefore, a teach-
be make the class more
er must be con-
dynamic to increase their
stantly prepared to
enthusiasm”
teach their classes”
10. Why is it im- “It is important because “It is the universal lan- “At the present, I portant to learn English is a universal lan- guage, based on that, in think it is of great English?
guage that can open many any place, in any occu- importance since doors in any part of the pation, in any brochure there are many world, I think it should or everything is in En- vacancies for peo-be an obligation to know glish”
ple who speak this
English”
language”. It is also
important to get a
permanent job”
DISCUSSION
SATISFACTION ABOUT THE TEACHING AND LEARNING PROCESS OF EFL
The majority of students perceived dissatisfaction with learning English. In turn, both teachers perceived that their students liked English subject, although Teacher 2 said that there were certain exceptions. Parents 1 and 3 agreed that their children like learning English while Parent 2 mentioned that their child does not like the subject. On the contrary, Sahlström & Nikula (2012) stated that students in 9th year of Basic Education have a positive attitude toward learning English.
ACTIVITIES FOR LEARNING ENGLISH
The majority of students perceived games and songs as their favorite options for learning.
Both teachers agreed that activities such as watching videos, doing worksheets, or listening to songs are their students’ favorite activities. Parents said that their children like to learn English by watching videos. Murillo & Vaca-Cárdenas (2022) said that gamification increases student engagement. Likewise, Kumar et al., (2022) mentioned that songs and music can certainly be regarded as effective language-learning tools that assist in teaching a second language without imposing excessive academic pressure on students.
IMPORTANCE OF ENGLISH
In the same way, the majority of students perceived English like as important language for obtaining better job opportunities. Teachers mentioned that English is a universal language, REVISTA KRONOS 5(2), agosto 2024 - enero 2025 | pISSN 12631-2840 | eISSN 2631-2859
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Factors that affect the learning of English as a foreign language in Superior Basic Education which is necessary in most countries whether in educational or work environments, and inspire their students to motivate themselves and achieve their goals. The three parents mentioned the global importance of English, recognizing the need for the language in various fields and the immense opportunities it offers if it is learned.
FACTORS THAT AFFECT ENGLISH LANGUAGE LEARNING
Students, parents and teachers stated that the learning of EFL in Superior Basic Education is affected by the following factors:
Linguistic Factors. Teachers and parents argued that linguistic factors such as speaking, reading, listening, among others are affecting the learning of EFL in Superior Basic Education. Underhill (2005) said that English phonetics and pronunciation can be challenging due to differences in sounds and intonation. Speaking proficiency is often considered one of the most challenging facets of language acquisition, posing obstacles for many learners who struggle to articulate their thoughts fluently in a foreign language (Leong & Ahmadi, 2017). Gilakjani & Sabouri (2016) mention that although EFL learners are proficient in their language, they usually have a lot of problems with reading skills. The linguistic factors affect the English language learning because is the lack of material, the short period of class, and because students are stressed with new words and their pronunciation.
Social Factors. The participants stated that social factors affect the studentsĺearning too, because always there is a group of students who participate more in class. In the classroom, even though there are students who want to learn, some others do not pay attention to the class, and it makes it difficult to understand. Gholami et al., (2012) argued that language acquisition often occurs through active engagement in social interactions with native speakers. Beyond being merely a place for intellectual pursuits, students perceive the classroom as a multifaceted environment encompassing social, emotional, and physical dimensions. In an educational setting, disruptive behavior by students can significantly impact the atmosphere and emotional well-being of both teachers and their peers, impeding progress toward educational objectives and reducing the overall effectiveness of learning for everyone involved in the classroom (Lugrin et al., 2016).
Economic Factors. Students, teachers, and parents argued that economic factors affect learning in a way that all students cannot afford to pay an extra English course.
However, teachers and parents mentioned that if they want students to learn, parents should find solutions to help students. Students from economically disadvantaged families tend to exhibit lower intellectual abilities, with a slower pace of work and lower levels of concentration when completing tasks. The lifestyle, values, attitudes, and standard of living of families can be defined or delimited by studying the economic characteristics of the environment surrounding them leading to a decrease in academic performance (Serrano, 2013). Cummins (2000) dictates that the socioeconomic environment can act as a facilitator or barrier to language learning, affecting educational opportunities and access to resources. Individuals with lower incomes often find contentment with the educational opportunities provided by low-quality private or public schools, primarily due to financial constraints that prevent them from accessing higher-quality educational options or providing private English tutoring for their children (Salameh, 2012).
Cultural Factors. According to students, teachers, and parents, cultural factors do not affect learning because English is a universal language. It facilitates the acquisition of new words or phrases when sharing culture. According to Wang (1993), it is essential to uphold the strong connection between culture and language to ensure students attain a comprehensive understanding of language meaning. She asserts that discrepancies in va-56
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lues and attitudes pose primary challenges in foreign language acquisition. Byram (1997) points out that cultural differences between students and the target culture of English can influence attitudes, perceptions, and behaviors related to language learning. Pedagogical practices should consider linguistic and cultural barriers to facilitate effective learning, promoting the integration of cultural and contextual elements in the teaching process (Canagarajah, 2006). In Saudi Arabia, obstacles to English learning arise from both domestic and educational environments. Only a small number of parents oversee their children’s homework, leading to minimal review of classroom material by the students themselves (Ahmad, 2015). Al (2008) mentions that in this context, cultural obstacles impact the learning environment and the overall dynamics of the classroom.
Emotional Factors. Teachers and parents agreed that emotional factors affect the learning of English because students feel afraid of making mistakes in front of the class and because the rest of the students laugh at them when this happens. Feelings hold significant sway over individuals, impacting their choices regarding the pursuit of learning a new language and their perseverance in language classroom activities (Méndez Lopez
& Pea Aguilar, 2013). Ismail (2015) suggests that to cultivate a harmonious classroom environment and diminish negative emotions, English educators must acknowledge and address the academic emotions of their students as integral to the educational process.
Generally, negative emotions impact students’ motivation, attention, and utilization of learning strategies (Zeidner, 1998). Similarly, Goleman (1995) argued that students who are anxious, angry, or depressed do not learn; people who are caught in these states do not take in information efficiently or deal with it well. For instance, anxiety is the most extensively researched emotion in academic contexts (Pekrun et al., 2002). Motivation is a driving force that directs and sustains behavior toward the achievement of specific goals, such as learning a foreign language (Gardner, 1985). Self-efficacy refers to individual beliefs in the ability to organize and execute the actions necessary to achieve specific goals, such as learning a foreign language. Learning styles influence how individuals perceive, process, and respond to information, which can affect their ability to learn a foreign language effectively (Kolb, 1984). Emotions are integral to the learning process overall, and this holds especially true for foreign language acquisition. Despite the increased focus on the affective domain in language learning due to humanistic approaches, the emotional experiences of EFL learners regarding listening, speaking, reading, and writing skills have not received sufficient attention (Pishghadam et al., 2016).
Resources and Materials. Parents and teachers mentioned that lack of resources affects a lot the learning of EFL in Superior Basic Education because if the institution does not have the necessary resources to teach, the teaching and learning process will not be fulfilled. Tomlinson (2003) defines that the availability and adequacy of teaching resources, such as textbooks, technology, and audiovisual materials, can affect the quality and effectiveness of teaching EFL. Instructional resources play an important role in language teaching and learning, facilitating access to meaningful content, practices, and experiences for learners (Tomlinson, 2012).
Teacher Training. Finally, parents and teachers said that the lack of teacher training affects a lot the learning of EFL in Superior Basic Education because sometimes teachers do not create active classes, are not updated with modern methods, and are not patient with students. Esra & Sevilen (2021) argued that motivation plays a crucial role in determining the success and performance of foreign language learners. Additionally, Vaca-Cárdenas et al. (2020c) state that the students who are not involved in extracurricular activities view themselves as less successful. Freeman (2002) argues that continuous and reflective teacher training is essential to develop pedagogical, methodological, and didactic competencies in language teaching. Ricento (2006) argues that education policy can significantly REVISTA KRONOS 5(2), agosto 2024 - enero 2025 | pISSN 12631-2840 | eISSN 2631-2859
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Factors that affect the learning of English as a foreign language in Superior Basic Education influence language teaching and learning by establishing standards, curricula and resources for EFL.
CONCLUSIONS
It is concluded that:
• In general, the factors that affect the learning of English as a foreign language (EFL) in students of Superior Basic Education include: Linguistic, Social, Economic, Cultural, Emotional, Lack of Resources or Materials, and Teacher Training.
• The majority of students perceived dissatisfaction with learning English.
• According to the students, the factors that affect the most are Linguistic and Emotional because it is difficult for them to know new words and their meanings, and for that reason, they feel insecure about participating in class and make mistakes.
• According to the teachers and parents the factors that affect the most are Linguistic and Economic because students feel afraid of unknown words and do not have enough resources make that the learning process becomes more complicated.
• Understanding the numerous factors that influence the acquisition of EFL is vital in developing effective learning strategies and educational policies.
• Thus, all the education stakeholders must collaborate to find solutions to mitigate these factors.
CONTRIBUTION:
The two authors collaborated during the whole research process and in the writing of all the parts of the article.
CONTRIBUCIONES DE LA AUTORA
Angie Nicole Rivas Bermello: conceptualización, investigación, redacción – borrador original, análisis de datos, revisión y edición.
Mónica Elva Vaca Cárdenas: conceptualización, investigación, redacción – borrador original, análisis de datos, revisión y edición.
IMPLICACIONES ÉTICAS
Los autores declaran que no existen implicaciones éticas.
CONFLICTO DE INTERÉS
Los autores declaran que no existen conflictos de interés financieros o no financieros que podrían haber influido en el trabajo presentado en este artículo.
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