Factors that affect the english language teaching learning process in ecuadorian public high schools

TITULACIÓN DE LICENCIADO EN CIENCIAS DE LA EDUCACIÓN
Factors that affect the English language teaching-learning process in
Ecuadorian public high schools
Trabajo de fin de titulación
Mención: Inglés
Autores:
Montero Pardo, Silvia Judith
Correa Castro, Hilton Hermel
Directora:
Arias Córdova, María Olivia, Dra.
Centro Universitario Loja
2013

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CERTIFICACIÓN
Doctora
María Arias Córdova
DIRECTORA DEL TRABAJO DE FIN DE TITULACIÓN
C E R T I F I C A:
Que el presente trabajo, denominado: “Factors that affect the English
language teaching-learning process in Ecuadorian public high schools” realizado por
los profesionales en formación: Montero Pardo Silvia Judith y Correa Castro Hilton
Hermel; cumple con los requisitos establecidos en las normas generales para la
Graduación en la Universidad Técnica Particular de Loja, tanto en el aspecto de
forma como de contenido, por lo cual me permito autorizar su presentación para los
fines pertinentes.
Loja, junio de 2013
f)……………………………….
CI:

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CESIÓN DE DERECHOS
Nosotros, Montero Pardo Silvia Judith y Correa Castro Hilton Hermel
declaramos ser autores del presente trabajo y eximimos expresamente a la
Universidad Técnica Particular de Loja y a sus representantes legales de posibles
reclamos o acciones legales.
Adicionalmente declaramos conocer y aceptamos la disposición del Art. 67
del Estatuto Orgánico de la Universidad Técnica Particular de Loja que en su parte
pertinente textualmente dice: “Forman 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 que el apoyo financiero, académico o institucional
(operativo) de la Universidad”
____________________________
Montero Pardo Silvia Judith
Autora
CI: 1102919816
_________________________
Correa Castro Hilton Hermel
Autor
CI: 1102223342

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DEDICATION
This research is dedicated to my husband Fabian, who has always been there
through this time, for his kindness, advice, devotion, and for his endless support
during my studies. To my sons: Luis Fabian, Axel David and Juan Andrés, for their
comprehension and support in all this process. They made it possible to continue
studying and succeed.
Silvia Judith Montero Pardo
I want to dedicate this work to all those people who unconditionally
supported me, especially to my wife Nidia who is close to me, tolerating me and
giving me support to go forward; to my daughter Keyly who has always been the
inspiration of my dreams and the reason for achieving my goals.
Hilton Hermel Correa Castro

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ACKNOWLEDGMENT
The authors are grateful for the guidance and support to all institutions,
teachers and students who permitted us to develop this research; to all English
teachers of Universidad Técnica Particular de Loja, who kindly and patiently guided
us during the program; to our teacher advisor, Mgs. María Arias Córdova who
patiently and professionally checked our drafts and explained to us in a nice way all
the aspects that needed to be corrected to finish this research. We recognize her
work and academic assistance given which made this research study possible.
Silvia Montero
Hilton Correa

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CONTENTS
CERTIFICACIÓN ii
CESIÓN DE DERECHOS iii
DEDICATION iv
ACKNOWLEDGMENT v
CONTENTS vi
ABSTRACT vii
INTRODUCTION 1
METHOD 4
DISCUSSION 7
Literature Review
Description, Analysis, and Interpretation of Results
7
22
Conclusions 55
Recommendations 56
REFERENCES 57
ANNEXES

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ABSTRACT
The topic of this research work involves discovering: “The Factors that affect
the English language teaching-learning process in Ecuadorian public high schools.”
A sample of 15 teachers in seven high schools was taken into account in
order to gather the information. The locations for the application of this research
work were Macará, Cariamanga, and Sosoranga, cantons of the Loja Province. The
quantitative method was carried out in terms of analyzing data from individuals and
events in their natural setting.
Teachers and students were asked to complete a questionnaire. Furthermore,
interviews were conducted drawing upon teacher’s English proficiency.
The results show that the main factors affecting the English language
teaching-learning process in these public high schools are basically related to
teachers –in terms of linguistic competence and methodological application; teachers
have the difficulty of working without any–or at least poor– supporting teaching
materials. On the other hand, students’ English skills confirm the fact that an urgent
improvement must be accomplished in order to enhance their capacity for
understanding English as a real matter in the teaching-learning perspective.

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INTRODUCTION
English is the lingua franca around the world. The advanced knowledge of
English is a real fact nowadays and that is why students in Ecuador need to have a
better grasp on dealing with the globalized world and one of the essential demands is
English competence.
English is one of the most important languages that people use for different
purposes. At present, English is probably the third largest language by number of
native speakers, after Mandarin Chinese and Spanish. However, when combining
native and non-native speakers it is probably the most commonly spoken language
in the world. Its use is constantly growing since it has become the most important
path towards international communication. Moreover, people use it to travel abroad,
to study, to work, to make business decisions, and to communicate among different
communities. English allows people to accomplish economic, social, cultural, and
political goals.
In Ecuador, a real pedagogical dilemma exists due to: a) a noticeable lack of
knowledge of English in students who face college instruction; and b) the poor
interest that the linguistic community has had in terms of language research.
Consequently, the Factors that affect the English language teaching-learning
process in Ecuadorian public high schools are a topic that deserves to be
undertaken.
Therefore, the purpose of this research work is to determine the factors that
influence the teaching-learning process of English as foreign language in Ecuadorian
high schools; and also to analyze each one of them. Keeping in mind the before
mentioned sticky situation, this research work intends to accomplish the following
objectives: to determine the classroom conditions in which English lessons take

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place; to identify the characteristics of in-service English teachers; and, to determine
teachers´ instructional competence.
This research work has identified the factors that distress the English
teaching-learning process. Recognizing them was a real necessity for us as
researchers. We found that teachers and students lack the necessary linguistic
background and, they will have the opportunity to know how dealing with
inappropriate classroom behavior and most importantly, how to improve their
English language skills. In fact, teachers need to be prepared to teach in a better
way, students need to be willing to study effectively, and educational institutions
and government should provide the facilities for doing so.
It is necessary to mention that some studies about this specific topic had been
conducted in many different countries: to mention a few of them, Saricoban &
Sakizli (2006) discovered that Iranian Seminary students face some factors that
constitute enormous barriers in the teaching-learning English language process. For
example, they point out that teachers who approach classroom management as a
process of establishing and maintaining effective learning environments tend to be
more successful than teachers who place more emphasis on their roles as authority
figures and disciplinarians. Tabatabei (2012) recognized three different aspects: The
frequency of classes is high, there are more important subjects for students to study,
some students do not have enough self-confidence, and there are difficulties in
understanding when they listen to in English. Finally, Dubin & Olshtain (2000)
agree on the fact that creating materials is a highly specialized craft, one that seems
to be perfected through immersion in the activity itself.
The scientific community, researchers, teachers, students, private and public
education institutions, and all the academic society would benefit from the

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conduction of this research work and its intended conclusions. Besides, people in
general would certainly have a different perspective of what is really happening in
Ecuadorian high schools, and this could be the starting point for further research.
Based on the results confirmed by the sample that has been analyzed, an
urgent pedagogical shift needs to be applied in Ecuador. This shift is looking for
better techniques and methodologies to improve the teaching process of English
as a foreign language.
A limitation to finding the factors that affect the English language teaching-
learning process in Ecuadorian public high schools was the time for the application.
Many public educational institutions in our province work five hours per week
teaching English; as a result of this lack of time, teachers have a low tolerance for
criticism about the fact that students are not learning because the teachers are not
good teachers. The fact is simply that, according to the curriculum given to the
teachers, there is an insufficient amount of time to acquire the language, and the
acquisition of a lingua franca is impossible.
Finally, this research work aims to enhance the specific ideas for improving
the educational system in our country, specifically targeting English teaching-
learning improvement. Several conclusions and recommendations are provided at
the end of this research work.

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METHOD
Setting and Participants
The research work was conducted in the urban cantons of the Loja province
named Macará, Cariamanga, and Sosoranga. A sample of 15 teachers of seven high
schools was taken into account in order to conduct the survey and interview
respectively.
Procedures
Survey research is one of the most important areas of measurement in
applied social research. Under the direction of the UTPL thesis project staff, this
research work came to scene. The guideline to follow was –at the very beginning–
looking for information related to the topic; in other words, factors that influence the
teaching-learning processes in general. The main resources were books, magazines,
on-line journals, and internet-based links. Then, after drawing outlines and drafts, all
the information was organized devoting a lot of time for reading, selecting theories,
definitions, concepts, and taking notes. One of the main sources for getting
information related to this topic was the Internet.
On-line journals and magazines provided plenty of articles, and published
papers which elucidate and clarify the topic under study, factors that affect the
English language teaching-learning process. Gathering these bibliographical facts
were a basic step in order to understand this topic in a better way. It is important to
note that different studies revealed that this topic has been the focus of attention for
much research in different parts of the world.
Additionally, on-site data collection activities were applied according to the
variables proposed. The procedure demanded a series of in situ observations (direct
observation and note taking) and personal involvement; that means, getting in touch

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with participants of the sample in real time (to conduct the survey and interview).
This is a quantitative research which relies mainly on statistical charts and
percentage figures.
This research work includes class observations and teachers´ interviews as
well. The interviews constitute an essential source of information since they reveal
what is a teacher competent for and how she/he is currently using English in their
classrooms. In order to attain as much as information as possible, the interview
include questions related to teaching methodology, natural approaches of teaching a
foreign language, and language proficiency.
Fifteen teachers of English were randomly selected with the purpose of
completing a 20-itemed paper-and-pencil questionnaire. Respondents were asked to
complete the questions which essentially measured different aspects of English
content, teaching processes, classroom decision making, teaching materials,
planning, class size, and students’ assessments. In another words, items 1, 5, 6, 7, 8,
9, 10, and 11 dealt with teaching methodologies; items 2, 3 and 4 were related to
students’ achievements and behaviors; items 12, 13, 14, 15, 16, 17 and 18 inquired
about classroom facilities and teaching materials in the classroom; and finally, items
19 and 20 obtained information related to the educational institution.
All these items and their corresponding answers are represented in pie charts
which help the reader to visualize and understand the obtained data in a better way.
A short planned description is provided in terms of analysis of the numerical and
statistical records in which, we, as authors, intended to capture every single detail
according to the field research that we accomplished.
Furthermore, class observation allowed us to fill-in statistical templates
rigorously applied every single day according to the requirements of this survey.

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The sheets included authentic aspects about the teacher, the students, and the
classroom. Every single aspect was written down. Similarly, at the end of each
class, a student was randomly selected in order to complete a different paper-and-
pencil questionnaire designed to get their own perceptions about the class itself, the
teacher, their peers, and the classroom. Unfortunately, this questionnaire had to be
written in Spanish because the level of English was uncertain.
Finally, conclusions and recommendations are provided at the end of this
research work. All data are based on observations that can be verified and tested.

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DISCUSSION
Literature Review
This section intends to provide a scientific overview of some of the most
outstanding factors that affect the English language teaching-learning process in
general. Similarly, a straightforward glance of the teaching English as a foreign
language process in Ecuador is provided.
The importance of English in Ecuador has been deservedly recognized by all
the academic institutions and the government. In 1992, the Ecuadorian government
and the British Council signed a bilateral agreement: Curriculum Reform and
Development for the Learning of English; the so called CRADLE project Ecuador.
In the last 20 years, its main purpose have been improving the learning of English
schools in Ecuador through teacher training, text book production, and examining
writing.
The project has managed public English education all alone for all of these
years. The results had shown a successful application and flourishing achievement
which benefitted more than 8,000 teachers of English all over Ecuador.
Nevertheless, the Secretaría Nacional de Educación Superior, Ciencia y Tecnología,
SENESCYT on behalf of the Ministry of Education and Culture of Ecuador has
proposed a structured plan focused on in depth professional training in the field of
formal teaching methodology.
This continuity aims primarily to enhance professional teaching skills and
English proficiency. Consequently, students’ abilities to speak and write fluently
will be greatly improved by the full implementation of these objectives.
Despite all these good intentions bounded above, there are–for sure–many
social factors that affect the English teaching-learning process in our country.

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Afterward, it is quite important to discover the clues that will help us–as college
researchers–solve this linguistic analysis. Scholars’ contributions are to be analyzed
and explained lately. The Literature review represents the core of the following
research work.
Teaching Approaches and Methods
Anthony (1963) states: approach is the level at which assumptions and
beliefs about language and language learning are specified; method is the level at
which theory is put into practice and at which choices are made about the particular
skills to be taught, the content to be taught, and the order in which the content will
be presented (p. 63-67).
According to Richards & Rodgers, (2001), the most important approaches
and methods are the following:
Whole language approach emphasizes learning to read and write naturally
with a focus on real communication using their characteristics like authentic,
personalized, self-directed, collaborative, and pluralistic methods to gain the
student’s attention. In this approach, the teacher is seen as a facilitator and as active
participant creating a climate that will support collaborative learning with activities
that are used frequently such as, individual and small group reading and writing,
upgrades, dialogue journals, writing portfolios, writing conferences and story
writing.
Total Physical Response-TPR is a teaching method in which imperative drills
are the major classroom activity and the teacher plays an active and direct role. In
this approach, the teacher gives commands to students which need to be understood
and where students react physically before they can produce the language.

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Task-based language teaching, Flowerdew & Miller (2005) state that:
lessons are planned having as the basic point tasks; “students are asked to listen to
what are described as authentic situations and to do something with the information”
(p. 14). For this method, the most relevant aspect is the process instead of the final
product. Additionally, activities are chosen according to students’ needs of exposure
to different situations and language is presented from the simplest to the more
complex.
Krashen & Terrel (1983) Natural approach is used with beginner students,
they have the expectation that students will be able to function adequately in the
target situation: “It is based on the use of language in communicative situations
without recourse to the native language” (p. 9). The authors also state that this
method does not focus on grammar analysis or any particular grammar structure.
Another important approach and one of the most important nowadays is
Communicative language teaching. Cook (2003) states that in this approach,
“Communicative pedagogy shifted its attention from the teaching and practice of
grammar and pronunciation rules and the learning of vocabulary lists, to
communicative activities” (p. 36).
Teaching Techniques
Teaching techniques are the individual teacher's teaching styles. Through the
use of techniques, teachers try the best ways in order to help students to learn the new
language. Regarding teaching techniques, Brown (2001) suggests a great variety of
useful techniques that are presented below:
The first teaching technique mentioned by Brown is the Meaningful Drill
that involves responses with choices referring to different information. In this
approach, teachers practice in their classrooms oral controlled practices where

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students are required to respond to a given cue. The second teaching technique is
Role-Play Demonstration; it is a different technique that includes brief illustration of
language or other contents to be incorporated. Brown’s third teaching technique is
Brainstorming It is an important technique that can be applied in classroom. Here,
students say as much as they can about a topic. The fourth technique is Storytelling.
It may be used to maintain attention, motivate, or as to do a lengthy practice. The
fifth technique is Problem Solving. It is an activity that requires cooperation on part
of participants in small or large groups. Finally, Drama and Simulation are activities
in which complex interaction between groups and individuals are based on
simulation or real-life actions and experiences.
Managing Learning
For good classroom management, instructions are key components that
attract students’ attention, especially when teachers give clear instructions using
simple language and short expressions, showing what to do, using signal and no
words. For these reasons, teachers have to make sure that they provide to students
good, clear, precise, and effective instructions that they need for a successful
learning and do not waste time using complex and polite language (Gower, Phillips,
& Walters, 1983).
The success of many activities depends on good organization in class
activities; teachers have to plan all the activities during the class considering the
time to be spent in each activity (Jones, 2008). In addition, Pathak (2012) states
that planning activities based on time limit allows teachers to comply with the
lesson plan. On the other hand, teachers have to be flexible when students are
enjoying an activity and sometimes teachers have to allocate a reasonable
amount of time for activities like a role play.

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Feedback is another important responsibility of a teacher, focusing on
learners’ language or skills, the ideas in their work, their behavior, their attitude to
learning on their progress. The purpose is to motivate learners and to help them
understand what their problems are and how they can improve. Therefore, feedback
also helps to evaluate their success and progress (Spratt & Pulverness & Williams
2005).
Lessons’ Design.
In relation to lesson design, Pathak (2012) says:
Planning is important in every walk of life. The success of a piece of
work is ensured if it is properly planned. Without planning we shall
be loitering about aimlessly, applying means without aiming at the
achievement of ends. Just as planning is important in our daily lives,
it has a unique importance in the teaching-learning process (p.196).
The same author considers that a “lesson plan provides a definite objective
for each day´s work, it helps the teachers to organize, systematize the learning
process and to overcome the feeling of nervousness and insecurity, it helps to avoid
needless repetition” (p. 197).
Osborne (2005) suggests that the lesson plan should include the following:
The objectives of the lesson, timing in minutes, an appropriate balance of input and
output and materials.
Additionally for Gower, Phillips, & Walters (1995) the following parts can
be considered in a lesson plan: aims (To propose to do something), procedure (The
act or manner of proceeding or moving forward), approaches and activities (the act
of coming towards or drawing close or closer), materials, aids and equipment,
information about the students.

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Class Size
Optimal number of students in a class is a topic that has been discussed by
many specialists. Some theories have been stated, for instance: “smaller classes are
widely believed to have beneficial effects.” (Ehrenberg, Brewer, Gamoran, &
Willms, (2001 p. 68) because with this class size: “teachers expect less classroom
disruption and more time for flexible teaching strategies” (Finn & Achilles, 1990).
Smaller classes are likely to be important in terms of expected effects and can lead
to better and easier working conditions for teachers.
According to the NEA (National Education Association´s) cited by Sykes,
Schneider, & Plank (2009, p. 427). “Small classes help teachers to provide
individual attention to students, enhance safety and minimize disruptive behavior,
and ultimately lead to students learning more.”
On the other hand, Harmer (2007) states, “in big classes, it is difficult for the
teacher to make contact with the students at the back and it is difficult for the
students to ask for and receive individual attention” (p. 177). There are also many
benefits to teaching large classes, as Natalie Hess (2001: 2-4). (p. 125). Points out:
“In large classes there are always enough students to get interaction going, and there
is a rich variety of human resources.”
Classroom Space
Classroom space may not be perceived as being as important as it really is.
Students need to feel comfortable in the place where they learn and it is important
for teachers to ensure proper conditions.
When students are able to move around the room naturally and purposefully,
they feel less anxious, more alert, and, in some cases, more relaxed. Students who
can move around during class are able to learn. Students have need for movement,

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and most will become restless or uncomfortable if seated for more than 20 minutes
at a time. Even a 60 seconds movement break at regular intervals can help them
refocus (Manitoba 2011, p.18-19).
Clayton & Forto (2001) say that classrooms that are too crowded make
students feel uncomfortable and it becomes difficult for student to concentrate. On
the other hand, having students spread all over a classroom, can avoid optimal
interaction in the class.
Seating Arrangement
Teachers have to create a comfortable learning space between students,
depending on their needs, the class size, groups, type of activity and in the style of
the furniture, with the purpose of determining the best attitude among participants in
the classroom.
Harmer (2007) states that there are many ways of arranging the desks in a
classroom; the more common seating arrangements are: pair work and group work;
they both foster cooperative activity in that the students involved work together to
complete a task. Orderly rows allow students to work at their own speed and it
implies teachers working with the whole class. Circle and horses are other types of
seating arrangement. In separate tables students sit in small group at individual
tables; and, solowork allows students to work at their own speed.
Lindberg, Evans, & Swick (2005) suggest changing the seating arrangement
in the classroom several times during the year, because the best combinations of
students can become weary of each other if they are together too long. Teachers
also have to shift their desk, “these alterations can breathe new life into the
classroom helping teachers to interact better” (p. 14).

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Classroom and / or Teaching Resources
According to Harmer (2001) teaching resources are very important in a
lesson, material brought into the class has to be pertinent and appropriate, if so, it
will empower the lesson and fulfill the objective, a teacher is driven to create on his
or her own. Modern inventions provide us with an ample variety of opportunities to
make the best use of today’s gadgets and discoveries of science and technology.
There are various kinds of materials. For instance, Realia is the best way to
teach students to expose them with real objects like fruits, cardboard clock faces,
telephones to help simulate phone conversations. Another way to teach vocabulary
is through posters and pictures these are extremely useful for a variety of
communication activities taken from books, newspapers and magazines or
photographs to facilitate learning (Harmer 2001).
Harmer (2001) & Ur (2009) agree that computers open an immeasurable
amount of opportunities to make learning more interesting. The Internet, for
example, provides teachers with a huge amount of information and can be
considered the link to native cultures through which students can make a lot of
practice with people from abroad without having to travel to English speaking
countries. Projectors are useful for presenting visual or written material to classes.
Video cameras are excellent source of authentic spoken language material, it is
attractive and motivating and flexible because we can start and stop it.
On the other hand, teachers can count with the kind of material that does not
need highly specialized skills from them. Here we have boards, books, cassette
records, posters, pictures, and flashcards as standard traditional material that is
mostly used, although not in the same period as we would like to.

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Dubin & Olshtain (2000) agree on the fact that creating materials is “a
highly specialized craft, one that seems to be perfected through immersion in the
activity itself.”
Classroom Observation (Institution Monitoring)
Due to the changing situation in English language teaching, it is important for
teachers to continue with teachers’ preparation. In this process, it is important to
work in collaboration with coworkers who can observe and suggest ideas to improve
the practice.
Estacion, McMahon, & Quint (2004) state that “direct observation of
classrooms is the best methodology available for studying how teachers teach — the
central focus of this inquiry” (p. 9). Another form of observation is peer observation
in which trained teachers observe teachers’ lessons in order to assist each other and
provide feedback for their improvement (Brown 2001). Additionally, the author
recalls that “peer coaching is a systematic process of collaboration in which one
teacher observes and gives feedback, and in team teaching teachers are encouraged
to collaborate, to consider respective strengths, and to engage in reflective practice.”
Students Motivation
“Motivation is usually defined as an internal state that arouses, directs, and
maintains behavior” (Woolfolk, 2010). It is very important to encourage success in
language learning; therefore, when students feel it, this becomes an influence over
what is happening, rather than always being told exactly what to do. Motivated
students are often more willing to take part in the lesson. They move energetically
toward a goal or to work hard, even if they are bored by the task. William and
Burden (1997 p. 120) suggest that “Motivation is a state of cognitive arousal which
provokes a decision to act as a result of which there is sustained intellectual and/or

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physical effort, so that the person can achieve some previously set goal.”
Motivation may be intrinsic or extrinsic. Extrinsic which comes from outside
the classroom and may be influenced by a number of external factors such as the
attitude of society, family and peers to the subject in question is often referred to as
extrinsic motivation; that is, the motivation that students bring into the classroom
from outside. Intrinsic motivation, on the other hand, is the kind of motivation that is
generated by what happens inside the classroom; this could be the teacher´s methods
the activities that students take part in, or their perception of their success or failure
(Woolfolk, 2010).
Learning Styles
Keefe (1982, p. 43) argues that “Learning styles have been defined as the
cognitive, affective, and physiological traits that serve as relatively stable indicators
of how learners perceive, interact with, and respond to learning environments.”
Within teaching-learning interactions, an effort to assess learning style reflects a
receiver orientation and recognizes that students differ in their preference for and
ability to process various kinds of instructional messages. Harmer (2001 p. 89)
points out the most important learning styles below:
Perceptual modality refers to the three basic ways in which people perceive
reality: the visual (reading and viewing), the aural (hearing and speaking), and the
psychomotor or tactile/kinesthetic (touching and doing), visually-oriented students
will often stop reading to look into space and imagine a scene, and auditorial-
oriented students often move their lips when they read, and use a phonics approach
to spelling, Kinesthetically-oriented students are frequently not avid readers or good
spellers; they are partial to stories where action occurs early, likely to gesture
extensively when speaking; while Keith willing, working with adult students in

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Australia, suggested four learners categories.
Convergers are students who are by nature solidarity; prefer to avoid groups,
and who are independent and confident in their own abilities. Conformists tend to be
dependent on those to authority and are perfectly happy to work in non-
communicative classrooms, doing what they are told. A classroom of conformists is
one which prefers to see well organized teachers. Concrete Learners are conformists;
they also enjoy the social aspects of learning and like to learn from direct
experience. They are interested in language use and language communication rather
than a language system. Communicative Learners are much more interested in social
interaction with other speakers of the language than they are with analysis of how
the language works. They are perfectly happy to operate without the guidance of a
teacher.
Students’ intelligence or aptitude to learn English
Regarding students’ intelligence, Harmer (2001 p. 86) states: People have
different aptitudes for different kinds of study, according to experienced teachers;
learners with a wide variety of intellectual abilities can be successful considering
their aptitude and intelligence. In this way, knowing that the aptitude profile of their
students will help them in selecting appropriate classroom activities for particular
groups of students. Or, if they do not have such information, they may wish to
ensure that their teaching activities are sufficiently varied to accommodate learners
with different aptitude profiles.
Lightbown & Spada (1999) suggest that “Not all students may be strong in
all the components of aptitude. Learning quickly is the distinguishing feature of
aptitude.” Actually many studies use a variety of intelligence IQ test and different
methods of assessing language learning for predicting how successful learners

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would be. It is important to keep in mind that “intelligence” is complex and that
individuals have many kinds of abilities and strengths, not all of which are measured
by traditional IQ test.
In the following section, some previous research studies related to the factors
that may influence the teaching-learning process will be analyzed. These studies
contributed with ideas and experiences gathered by other researchers in order to
carry out the present study in the best way possible.
The first study was conducted by Saricoban & Sakizli (2006) whose purpose
was to research classroom management and the different factors that affect
successful classroom management. This study recognizes three different aspects that
can affect the learning of English; there are teachers, students, and physical
environment. This study conveys the bibliographic information of different studies
made on the three aspects, students, teacher and physical environment.
Regarding factors concerning students, the same authors mention the
importance of considering students’ needs and characteristics when planning a class
because these considerations will make successful instruction possible.
Additionally, the authors state that it is very important to incorporate different
aspects of students’ culture and family background. In this way, classroom
management will be possible; and as a result, successful education will take place.
The second factor is the physical environment, which includes different aspects such
as sights, sounds, and feelings; seating arrangement, chalk board use, equipment,
class size, and students mixed abilities. Finally, the third factor regarding teachers
covers lesson design, teacher variables, roles and styles, voice and body language
and classroom management.
The authors concluded that the three factors are very important in order to

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assure English learning and the lack of the ability to manage a classroom must be
tackled with teachers training.
A second study conducted by Gilakgani & Ahmadi (2011) was done in
Malaysia where they tried to find the factors influencing English listening
comprehension and the strategies to be taken that might improve students’ listening
comprehension.
The process of this study consisted in the discussion and definition of
listening, significance. Second, it reviewed the process of listening comprehension.
Third, analysis of listening comprehension problems was reviewed. Fourth,
teaching methods for listening comprehension were discussed. Fifth, researchers
reviewed teaching listening activities, and sixth, general principles in teaching
listening comprehension were discussed.
When the study was analyzed, researchers concluded that students do not
have an innate understanding of what effective listeners do; therefore, it is the
responsibility of teachers to share that knowledge with them.
Another study was made by Khamkhien (2010) in Thailand pointed two
principal objectives. The first one was to determine three factors: how gender,
motivation and experience in studying English affect the choices of language
learning strategies. The second one was to compare the roles of these factors and the
pattern of language learning strategy used by Thai and Vietnamese students.
Two hundred copies of questionnaires were distributed to first and second-
year students of each university to determine the three factors. The data obtained
from the background questionnaire were analyzed. First, the questionnaires in each
group were divided into two groups according to gender—male and female. Second,
in terms of motivation, all questionnaires from both groups were analyzed according

20
to the answers to the question “Why do you want to learn English?” With the results
obtained, the author concluded the study saying that the study highlights the
significance of language learning strategies in learning process. Identifying learning
strategies use and understanding factors that might affect their learning strategy
pattern is one of the many possible ways classroom teachers employ to help students
become successful learners. This study’s findings would be beneficial to Thai and
Vietnamese educational planners and methodologists in general, and classroom
teachers in particular, facilitating the better understanding of the roles of crucial
variation in learning English exiting between male and female, motivation and
experience in studying English.
The fourth study was conducted by Narayanan, Nair & Iyyappan (2008) in
India, trying to find the aims of factors that affect learning English as a second
language at the tertiary level. Besides, the project analyses the most important socio-
psychological factors such as motivation, attitude, and language anxiety.
The pilot survey was planned during the month of April 2006 in order to get
the necessary feedback for the final survey and sharpen the tools to be used. And
five institutions were selected on the basis of the following conditions: degree of co-
operation extended by the engineering institutions, class observation, data collection
through test materials, personal interaction with the students and teachers, standard
of institutions (colleges) on behalf of the parents’ and publics’ observation (High,
Medium and Low), accessibility of institutions and availability of required number
of students.
The present study is an attempt to address issues on some factors affecting the
English learning among engineering and technology students. Findings from the
study have important and relevant implications in the theory, and to a certain extent,

21
the classroom practices in regard to socio-psychological factors. The results
show that the factors such as motivation, attitude, language anxiety and gender
have a great impact or affecting students’ English learning. In short, if the
learner wants to foster linguistics skills effectively he/she needs to be highly
motivated, positive attitude towards the language, low language anxiety is supposed
to have a good amount of TL exposures.
Finally, a fifth study realized by Tabatabei (2012) aimed to determine the
impact lack of motivation on EFL Learning of Iranian Seminary Students, moreover
this study intended to investigate the factors that serve as common barriers in
learning English as foreign language process. To reach the proposed goals; in this
study was utilized Attitude/Motivation test battery as instruments (AMTB)
questionnaire (Gardner 2004); on the other hand to identify demotivating factors
there was utilized the new version of Warrington’s questionnaire, was used to
identify the English knowledge of the participants a general English proficiency was
utilized.
According the results we can find there are the follows barriers: Because the
frequency of classes is high, because there are more important subjects for students
to study, because some students don’t have enough self-confidence, and between
others: because of the difficulties in understanding what they listen to in English.
The findings in this study demonstrate that there are an enormous
phenomenon that cause demotivation in the learning English as foreign language
being important that policy maker of English language should try to looking for new
strategies to motivate students to learn the new language.

22
Description, Analysis, and Interpretation of Results
English is the international language of education, science, business, politics
and culture. All around the world institutions and policy-makers make the teaching
and learning of English a priority, even our country applying the so called CRADLE
project with the support of British authorities. Nevertheless, to improve the quality of
English instruction –at least in Ecuador– it is mandatory to make progress in the
factors that affect the quality of English language teaching and learning.
We have carried out an amazing research study with the intention of
gathering as much information as possible in the three target schools. The authors
intend to provide the discoveries found in those places so as to describe and
analyze–in a quantitative perspective–which are the factors that affect the English
language teaching-learning process.
The following section describes factors that affect the English language
teaching-learning process based on the results in a question-by-question format.
Factor number one: teachers; factor number two: students; factor number three: the
classroom. All factors concerning teachers, students, and the classroom follow a
sequential structure in which, a question is included with its corresponding pie-chart
(percentages). In addition, pencil-and-paper questionnaires supplied relevant
information related to factors concerning the educational institutions which are a
pertinent concern in our investigation and were included as well. Then, critical
interpretations will be added in terms of analyzing the information gathered along
the conduction of this research work (teacher and student biased).
It is important to mention that each question is supported by the information
obtained from teachers and students’ questionnaires, observation sheets and

23
interviews. Pie charts display how the total data are distributed between different
categories.
Quantitative Analysis
Factors Concerning Teachers
Which level of education do teachers have?
Source: Teacher’s interview
Author(s): Montero Silvia and Correa Hilton
Graph 1 displays the teachers´ level of education. The 73% of them have
English Bachelor’s Degree; a 20% of them have other degrees (nothing to deal
with English as an instructional subject); a 7% represents the teachers who have a
high school diploma; and finally, a 0% had an English Master’s degree.
Basically, these facts reveal a preoccupying teaching reality. According to
the percentages, a 27% of the sample, there are individuals related to the
teaching-learning process but not qualified for being an active element or
guideline for an English class: a teacher. Besides, nobody among them has
eventually thought of registering a master´s degree program, which reveals that
7%
73%
0% 20%
Graph 1
High school diploma
English Bachelor’s Degree
English Master’s degree
Others

24
public high schools lack of up-to date professionals to teach English as a foreign
language.
As already mentioned, the weakest link here is that this 27% of people
represents a huge amount of “teachers” which are not specialized in being considered
as teachers of English at all; they teach English for completing work hours in their
teaching schedule. This situation directly damages the teaching environment since
these professionals were asked to do something they are not capable to deal with.
Let us turn our attention to the 73% of English teachers. According to the
teacher´s interviews, we would place them into an A2 level since most of them did
not understand some questions. Their fluency in speaking and their listening abilities
are very poor. They need to improve their fluency since it will help them to
communicate in a better way. Most importantly, it will give them a lot of confidence
which is a real must in a career as a teacher of English. Students –when learning a
foreign language– need to trust somebody in terms of linguistic competence, and
this, unfortunately, is one of the poorest points in our research work.
If this 73% of teachers do not improve fluency, they can hardly motivate
students who show low interest in learning English already. Without adequate
knowledge of English, students are not able to communicate well in English.
Students cannot send and/or receive messages effectively. Additionally, English
classes are not enjoyable for all students.
The situation is that English teachers do not continue studying English and
their training occurs once a year participating in the CRADLE project. Nowadays,
they are interested in improving their English abilities, especially the listening skill.

25
Which one of the following methods was used in the observed classes?
Author (s): Montero Silvia and Correa Hilton
Graph 2 displays the methodology used in the classrooms. This is an
important avowal due to the fact that methods play the essential role in our research
work. This pie chart puts on view the following results: there are different methods
that teachers use in the classroom. Communicative Language Teaching was mostly
used with a 40%; the so called Natural Approach with a 20%; the Cooperative
Language Learning with a 13%; the Grammar Translation Method with a respectable
20%; and finally, the Cognitive Academic Language Learning with a 7%.
We realized that most of the teachers used mainly one or two specific
methods for their classes (Communicative Language Teaching and Natural
Approach). Some of them know what the method they are using is but the majority
ignores it. The targeted teachers used only task based instruction and communicative
language teaching which precluded the personal writing and reading production; and
unfortunately, damaged the acquisition of personal meaning within the context which
40%
20%
13%0%
0%
7%
0%
0% 20%
0%
Graph 2 Communicative Language Teaching
The Natural Approach
Cooperative Language Learning
Content-Based Instruction
Task-Based Language Teaching
Cognitive Academic Language Learning
Total Physical Response
Whole Language Approach
Grammar Translation Method
Others

26
plays an essential task in the basic long- and short-term memory processes and their
interaction. We personally believe that teachers should choose the best methods
according to their lessons.
Let us remember that there is a certain amount of teachers who do not belong
to the branch of English language teaching. That is what is evident in the
questionnaires responses and interviews since there is not a parallel relation between
the interviews and surveys. In other words, teachers completed the paper-and-pencil
survey with information that was completely different when we asked the same
question in the oral interview.
The use of different methods is very important for a teacher to create an
important cognitive class. The most effective teaching activities engage the students
in different ways because of the challenge that represents the mixed-ability learners
nowadays. Teachers could choose a specific method according to the topic of the
lesson.
“Teachers become more effective when they explore methods according to
the topic, number of students and the facilities available” (Sajjad, 1997). Assuming
this perspective we want to demonstrate that without a conscious methodological
application, teachers can lose their educational standpoint. Using the words of
Stevick (2005), teaching methods need to be viewed from three perspectives:
psychodynamic, communicative, and a format called "bridges", in terms of defining
what teaching methods we are currently using as teachers: grammar-translation,
reading method, audiolingualism, silent way, community language learning, and
natural approach.

27
Do teachers use whole-group activities to teach their lessons?
Author (s): Montero Silvia and Correa Hilton
Graph3showsthe use of whole-group activities to teach an English lesson. There
are 87% of teachers who use whole-group activities to teach their lessons. According
to this group of teachers, it is quite important for students to share their knowledge
with their peers because they find that is easy to learn in groups and so, the learning
is more productive. On the other hand, a 13% of the teachers interviewed do not use
this type of activity because they believe that these kind of activities work only on
students with a high level of proficiency.
According to our observations, we can state that several teachers applied whole
group activities in which students participate and interact promoting an active
learning process. Besides, working with these types of activities, students
experienced something different in the classroom and felt relaxed since they
participated and shared their ideas with the whole group. This also gave them the
opportunity to learn from their own classmates because of the speaking pair-to-pair
87%
13%
Graph 3
Yes
No

28
interaction among them. Unfortunately, not all groups work at the same case, which
can be a barrier for teachers to defeat. According to Brown (p. 178) whole class
activity often gives students a screen to hide behind. This is the perfect opportunity
for the instructor to make all students to participate in the different activities of the
class.
Do teachers use individual activities to teach their lessons?
Source: Teacher’s interview.
Author(S): Montero Silvia, Correa Hilton.
Graph 4 represents the use of individual activities in the classroom. On
account of the previous chart stated that the 13% of teachers did not use whole-group
activities, which seem to indicate that this reduced group of teachers is the one that
uses individual activities. Paradoxically, individual activities were more commonly
used in specific teaching tasks because the lessons were not purely based on whole-
group activities. Namely, 73% of the teachers used individual activities in oral or
written tests for developing student´s skills individually. Teachers, in general know
73%
27%
Graph 4
Yes
No

29
that students make a good effort when they work alone; consequently, they can
assess the level of students’ knowledge.
On the other hand, the 27% of teachers did not use individual activities to
teach their lessons according to the survey. Contradictory, we confirmed the fact that
teachers actually asked individual questions during the sessions in spite of the low
level of students’ fluency. We can state, as a previous result, that teachers do not
know the English level of their students; that is, they do not diagnose and place their
students according to their English linguistic competence level. We entirely believe
that using these kinds of individual activities students might be encouraged to work
independently if teachers take for granted students’ learning styles and preferences.
Finally, the lack of a planning pre-session appears to be another unproductive
assertion.
Do teachers use group work activities to teach their lessons?
80%
20%
Graph 5
Yes
No

30
Graph 5 illustrates the use of group work activities to teach English. The
reader of this research work needs to consider that the above mentioned group work
(Graph. 3) refers to the group as a whole. Even so, this pie chart puts on view the use
of pair work and group work (7 students maximum). Both foster cooperative
classroom interaction in that students work together in order to fulfill a specific task.
Returning to our illustration, an outstanding 80% of the teachers use group
work as part of their methodological framework to teach their lessons; conversely,
the remaining 20% of them do not use it at all. We regrettably observed that only a
few teachers used these activities. The great majority of them said they used this
activity but the reality was a different one. At this point, our impression is that
teachers misunderstood the idea of group activities in the survey and in the oral
interview.
All professionals who are immersed in the teaching ground have to use these
strategies for maintaining a motivating linguistic interaction in the classroom. They
also need to put into practice individual activities in terms of encouraging pupils,
making suggestions, giving clear instructions, and creating challenging and
enthusiastic opportunities as much as possible in the English classroom.
It has been demonstrated through the years that students enjoy a lot of
individual activities, not in terms of successful acquisition but rather challenging
scenarios (which motivates them at once), but what they really like is to work in
small groups. This is the time for students to make obvious all their potential with a
specific purpose in the class. These strategies help students to perform the speaking
ability since they feel the necessity of sharing their personal needs, thoughts, and
academic preferences in a free-talking activity with their classmates.

31
Besides, group questions and student participation in front of their peers make
students feel self-confident and then, they will be able to express in front of the
whole class or in front of their teachers about the topics related to the lesson,
conversations, discussions, debates, dialogues and role plays simulations. We found
that group work activities have an astounding potential in the public high schools we
monitored.
Otherwise, there are disadvantages of group work, because sometimes
students are passive agents whereas others may dominate: Harmer, J. (p.166).
Do teachers use English most of the time in their classes?
As we can see in graph 6, our intention is focused on the use of the English
language in the classroom. The intention here is to discover if the teacher hands over
as much speaking responsibility to the learner as possible and to encourage as many
students as possible to engage in the highest degree of speaking.
73%
27%
Graph.6
Yes
No

32
The interesting results show that the 73% of teachers handed their classes in
English; and a 27% of the sample used their mother tongue (Spanish). This
assumption keeps a close relationship with all the statements above, but most
importantly, with question number one. If the teachers do not have had an English
Bachelor’s Degree, and if they have had basically a high school diploma, it would be
very difficult for students to speak in English all the class along.
In addition, another restriction for using English was established: students
from very different high school backgrounds have a very basic English level.
Whether the teachers speak only in English, they will not be capable to understand
the explanations and/or instructions from the teacher. In those cases, Spanish was
absolutely necessary.
Do teachers plan their lessons?
A lesson plan is the instructor’s road map of what pupils need to learn and
how it will be done effectively in the classroom. Graph 7 displays the results to the
100%
0%
Graph.7
Yes
No

33
question: Do you plan your lessons? The complete sample provided us a positive
answer. As a result, a noticeable 100% is portrayed.
It has been largely demonstrated by the scientific community that an
opportune planning in the teaching-learning process is imperative. An appropriate
lesson planning provides a teacher a significant path towards his/her classroom
objectives. Besides, it helps the teacher to organize and systematize the students’
acquisition process and to overcome nervousness and insecurity situations. “Without
planning we shall be loitering about aimlessly, applying means without aiming at the
achievement of ends” Pathak (2012). Before teachers plan their lessons, they will
first need to identify the learning objectives for the class meeting.
What we could observe during the conduction was that in spite of the correct
classroom planning that teachers made allusion; most of them had not prepared the
lesson. Probably, they have a different reference with regards to methodology
because preparing a lesson before coming to class is an essential element in the
planning stage; the result: a contradiction.
This negative assertion is exposed when we confirm the following real
claims: Lack of adequate pre-reading of contents and deficient teaching material
preparation for the class; disorder of the supplementary materials (flashcards and
magazines mainly); and, deficiency in the way of running out the class due to the fact
that teachers did not predict how long a specific activity will last. Timing is a really
important point to consider when teaching since the number of minutes for these
kinds of reduced high school hours (45 minutes in many cases). This would not
permit the teacher to assess students and create appropriate learning activities or
develop strategies to obtain feedback on student learning. A successful lesson plan
addresses and integrates basically the objectives for student learning, the

34
teaching/learning activities, and finally, the strategies to check student
understanding. Following these basic concepts, teachers will be ready to specify
concrete objectives for student learning.
Do teachers consider aspects such as discipline, timing, feedback, and
instructions to teach their lessons?
Teaching aspects such as discipline, timing, feedback, and instructions are
depicted in graph 8. A noticeable 100% was obtained for this question. Let’s
remember that “feedback helps to evaluate the student’s success and progress (Spratt,
Pulverness & Williams, 2005).” “For a successful learning teachers have to provide
their students with clear, good and precise instructions to attract their attention”
(Gower, Phillips, & Walters, 1983).
First, let us refer to the discipline in the classroom. We have seen very
respectful students who already knew the rules for behaving. The majority of them
were quiet and when they wanted to interrupt for participating (taking turns), they
100%
0%
Graph. 8
Yes
No

35
put their hands up as sign of respect to their instructors. In our observation we could
realize that only one teacher was not able to run on the class correctly due to
mischievous students.
This was probably a consequence to pay attributable to the instructor: an
inexperienced English teacher. What's more, students’ ages played the worst role in
this scenario putting the teacher at the limit.
Another fearfulness factor that affects students' attention was the fact that
students are involved whether in a morning or afternoon part-time job. And, of
course, they have shown a complete rejection to learn English and that is why they
misbehave the class.
So as to, it is important for teachers to plan their classes considering how they
can engage students with the new topic and the beforehand-planned activity.
With regards to timing, we can say –as already mentioned above, that teachers
should consider more seriously the time they assign to every lesson activity. On
average, in Ecuador public high schools work hours last only 45 minutes; that is why
all instructors do not have enough time for completing a task, and even worse,
provide the necessary feedback. In a rush hour like this, it is totally comprehensible
assuming that students finish their English lessons entirely without a clear
understanding.
One of the essential roles of being a teacher is to give clear instructions during
the class and constantly ask students if they understand what is she/he saying. Then,
obviously, respond according to their level and revaluing their linguistic potentials.

36
Factors Concerning Students
Do teachers consider Students´ needs to teach English successfully?
Source: Student’s questionnaire.
As we can notice in graph 9, another staggering100% reveals an
affirmative statement to the question Do you consider students’ needs to teach
them?. That is to say, all teachers from the sample responded positively when
they were asked if they take into account the needs of the pupils or not.
We found that, in spite of the short periods of time, teachers applied a few
diagnostic techniques with the purpose of discovering how did they feel? also,
they matched this personality response to the student book, instructions, and
activities (Our word through English book).
According to our experience as elementary teachers, we can demonstrate
that not all students have the same socio-linguistic background; nonetheless, they
seemed to be absolutely sure about this question.
100%
0%
Graph. 9
Yes
No

37
But what are the needs of our students? How can we recognize them?
How can we manage the class to get a successful result? We can point out a clear
example: Let us consider a group 25 students with different personalities.
The first thing to do is to value the whole group, abilities, experiences,
and potentials. Then, the mother tongue must be permitted in terms of
consolidating pride and avoid anxiety. The teacher next should address them as
natural as without the use of complex structures and euphemisms. If necessary,
the teacher needs to modify the contents of the lesson according to students’
interests. The final thing to do is the use of cooperative language techniques for
enhancing multidisciplinary activities in the classroom.
At that point, the teacher should probably recognize if the student shows
signs of anxiousness, loneliness, hesitation, hopefulness, happiness, and so on.
After that, teachers ought to modify the methodology framework established with
the purpose of promoting students’ comprehension and self-esteem. The more
teachers know students’ needs, the more efficient and productive the class will
be.
Furthermore, a critical component of students’ needs represents the mix
ability factor. As we mentioned above, students come from various backgrounds
and the religious orientation, beliefs, social status, ages, and sexes play most
often a troublesome set-up for recognizing these basic needs.
On the subject of students’ responses, they stated that imperiously, teachers
need to be more prepared. Their feeling expresses a certain dissatisfaction face to the
new technological trend of the globalized world.

38
Do teachers consider students´ level to teach English successfully?
Likewise the chart before, graph 10 depicts another unreachable 100% of
teachers who consider the students´ level to teach them English. It was clear that
teachers were assigned diverse levels in relation to different groups (called “cursos”
in Spanish) and their corresponding books.
Concerning this textbook, we can say that the Our Word Through English
series fits specific didactic criteria of the socioeconomic, political, and cultural
aspects of Ecuador. Besides, students engage easily with the contents of the book;
and we can say they had familiarized with the five basic language learning skills
(listening, speaking, reading, writing, and pragmatics) the book entails.
According to our on-site observations, we can place students into an A1 level
(Threshold to intermediate: Common European Framework Scale). From time to
time, students did not get the point to the basic teacher's commands; that was why
100%
0%
Graph. 10
Yes
No

39
teachers –in many occasions–, were in the necessity of using Spanish to clarify
specific utterances and directions.
Which is the level of students?
Author(s): Montero Silvia, Correa Hilton
Graph 11 illustrates the level of English of our sample. As we can see, an
80% of students were placed in a threshold level of English. According to our
observation, students were not familiarized with most elementary vocabulary,
grammar points and even worst, they did not understand the commands given by
teachers. Basically, a hardly 20% of intermediate pupils understood commands, the
basic vocabulary, and followed correct grammatical structures. High Intermediate
and advanced students were not identified.
Therefore, as researchers we can argue saying that this anomaly is a
regrettable result due to the fact that most of the teachers' level of English
proficiency is very poor. There is currently a perception that language teachers are
not as proficient as is desirable in Ecuador.
80%
20%
0%
0%
Graph. 11
Basic
Intermediate
High intermediate
Advanced

40
Gower, R. & Walters, S. (2005) suggests that, the term proficiency seems to
fall into that category of words that are commonly used without conscious attention
to exact meaning. The result, the author continues to argue, is fuzzy thinking that
characterizes our discussions and carries over into our teaching. The academic
literature in Ecuador and many different countries of Latin America reveals that
terms such as ‘quality’, ‘proficiency’ and ‘competency’ are used almost
interchangeably and with imprecise definition.
At this point, it needs to be stated that language proficiency is the ability of a
teacher to speak or perform in an acquired language. In our case, the sample teachers
did not reveal a successful achievement in terms of speaking. Thus, students did not
feel like responding in English was a good idea. Unfortunately, a misunderstanding
classroom environment and a lack of communicative interaction were certainly
noticed.

41
Factors concerning Classroom
How many students are there in the observed class?
Source: Class observed.
Author(S): Montero Silvia, Correa Hilton
Graph 12 shows the number of students in the observed classes. The
statistical values of the sample are based on the following number of students per
class (SS): a) 10 to 15 SS; b) 16 to 25 SS; c) 26 to 30 SS; and d) 31 or more SS.
Our observation reveals that substantially public high schools register more
than 25 learners per class –as an average. That is, teachers have to manage large-
classes of 25, 30 and even more students.
As this graph shows, urban institutions register a superior affluence of
students. Schools located in rural areas do not register the same quantity of students;
we can even say that the registrations in rural areas are minimal. We assume that
urban schools gain a certain reputation and a high level of popularity due to a more
complex and structured organization. On the other hand, the absence of a great
20% 0%
40%
40%
Graph. 12
10 - 15
16 - 25
26 - 30
31 - more

42
responsibility and a neglected-unproductive organization in rural schools has
completely damaged the registration of students, which hardly enrolls 4 or 5.
The fact is that teaching large classes can be a counterproductive challenge in
terms of timing, resources, and planning, but not necessarily focus on the results. The
scientific community has recently established that academic results of exhaustive
class size research have sadly overwhelmed the educational society. According to
Tyre, P. (2011) there is a substantial body of research to suggest that kids in small
classes don’t necessarily learn more. In the range of things that schools can do to
improve outcomes for your child, reducing class size may rank a distant fourth
behind solid teacher training, a clear and well-sequenced curriculum, and a staff that
is well supported and regularly evaluated.
Alternatively, and according to our experience, working with an appropriate
number of students can result on a dynamic and increasing self- esteem atmosphere
since you are directly linked to your pupils. There is a big chance for you as a teacher
to get really in contact with them. Small class students show themselves eager to
participate in classroom activities, they can take place in more learning activities,
students foster a greater interaction among classmates, helping between them,
understanding each other and increasing the desire to assist another peer.
Teachers work as facilitators of the learning process with their students, and
they must enable, empower and alert the awareness in their pupils who wish to go
forward in the learning process. Instead, when teachers face larger classes and heavy
workloads these opportunities cannot be achieved.

43
Do teachers feel comfortable with the number of students they are working with?
Up to here, we have been arguing about teachers’ roles and students’
viewpoints in terms of methodological application but very little about teachers’
concerns. Graph 13 illustrates –based on our observation– a 67% which means two
third of the sample who work with less than 30 students and –according to them– feel
comfortable with. In contrast, a representative 33% of teachers who work with large
classes (more than 30) are more likely to feel uncomfortable or have some kind of
difficulty to do their jobs.
Of course, managing large classes is a complex task since mixed-ability
classrooms can discourage even the most enthusiastic instructor. For instance, and
according to our experience, we can certainly point out that seating arrangement in
large classes is kind of difficult in terms of reassuring a good attention. As teachers,
we need to create adequate conditions to help students to accomplish what we had
planned beforehand and to achieve our teaching process in the best conditions.
67%
33%
Graph. 13
Yes
No

44
Do teachers have enough space to work with the group of students they have been
assigned?
As we can see in Figure 14, most of the teachers have enough space working
with their students. Indeed, this data does match the peak presented above. For sure,
teachers handling small classes have more room to function and develop greater
teaching activities. Unfortunately, the ones who carry on large classes will certainly
face many boundaries to defeat.
The conduction of the survey reveals an 87% of positive responses versus a
negative one representing the 17%. In fact, we found that teachers who worked with
large classes did not have enough space to work in good conditions. Crowded
classrooms caused several problems like discipline straggling; the teachers had
serious problems to monitor their pupils; peers were not able to interact with each
other, mainly. In Brief, our observation guided us to state that classroom space is
another vital factor when teachers want to achieve good teaching results.
87%
13%
Graph. 14
Yes
No

45
Do teachers arrange students’ seats in relation to the activities planned for their
classes?
Graph 15 encompasses a methodological explanation, and of course a
teaching planning tendency. So as to clarify the assumption, let us remind graph 7 in
which the conclusion was that teachers did not plan the class. So, how can we obtain
a shocking average like this? The answer is simple: there exists a remarkable gap
between what they actually fulfilled on the paper and what we in reality observed.
First of all, we stress the results of the survey: a powerful 93% reflects a
massive positive value. What we basically realized was that, teachers normally
arranged seats according to the topic of the lesson. Second of all, they used the
seating arrangement technique to catch students' attention along the class period as
much as possible in accordance with students' levels and personal skills. Otherwise, a
low value as 7% confirms the assumption that teachers did not plan the lesson.
93%
7%
Graph. 15
Yes
No

46
Moreover, we observed teachers generally using row seating arrangement to
give students commands. Peer group or group seating to share ideas or complete
writing assignments (especially during the pre-writing stage); this enables students to
check classmates writing exercises and to promote language production.
A few teachers did not use any kind of seating arrangement techniques; this
could be explained saying that the arrangement was not necessary at all. These
instructors worked with a clearly reduced number of students and the space of the
classrooms was reduced as well.
In summary, the basic element using different seating arrangements is that we
–as teachers– are able to create a very positive and influential classroom setting
which is the student-centered environment.
How many students do teachers think is the appropriate number to teach English?
Authors: Montero Silvia, Correa Hilton
The school size issue focuses on smaller schools to discover if they encourage
optimal student learning and development. Nowadays, class size concern has
54%
33%
13%
0%
Graph. 16
10 - 15
16 - 25
26 - 30
31 - more

47
resurfaced because of the increasing agreement among educators and the community
that all students can learn.
How many students do teachers think is the appropriate number to teach
English? We have got 3 values for Graph 16: a 54% of the sample agreed that 10 to
15 students is a considerable amount; an outstanding 33% of the sample for the ones
who consider that 16 to 25 students in a classroom would be manageable; and finally,
a minor 13% representing those brave teachers who can work with a large class of 30
students exceptionally.
We can point out that teachers agreed with small classes of 10-15 students
because the great majority works mainly with this amount of students (an optimal
number for a public high school). A 33% said 16-25 students (little experience with
this amount); and a 13% believed that 26-30 is a considerable amount (nobody had
experienced this quantity before).
Undoubtedly, class size contributes to student success. Within-field teachers,
high-quality curriculums, and parent school involvement constitute aggregate factors
that must be included.

48
Do teachers use teaching resources (TV, Tape/Recorder, computer (s), Projector (s)
smart board, and supplementary material?)
Source: teacher’s interview.
Graph 17 shows the preferences when using supporting materials in the
classroom. One positive thing that caught our attention was the fact that most of the
teachers affirmed they use various types of supplementary materials (80% of positive
responses). We confirmed the fact that they actually used very few supporting
material such as flashcards, posters, audio songs, and maps (20%).
From what we observed, we can corroborate the use of extra material and the
exiting predisposition from students to get involved. Students stated that they like to
work with this type of material since they have different learning preferences: some
of them are mostly auditory learners, a few visual learners, and almost every one
kinesthetic learners. Students´ perceptions and preferences were basically task-based
centered in accordance with what we observed in their classrooms.
80%
20%
Graph.17
Yes
No

49
While the majority of the teachers of the sample mentioned that they were
currently using supporting material, we felt a dissatisfaction ambiance when asking
the same question to their students. Pupils are actually waiting for the teachers
awakening to start using something more than the whiteboard and a few flash cards.
Regrettably, we found that teachers never use a TV, a Tape recorder, a laptop,
a projector, or even worse, a smart board. As mentioned above, the types of
supplementary material they use are flash cards and whiteboard. Teachers allege this
by saying that the authorities of the institutions never provide them supplementary
materials.
Do teachers consider appropriate the resources they have in classes?
Harmer (2001) considers that the use of resources as supplementary material
is very important to successful a class. Teachers who improve their classes with
supplementary material surely will achieve successfully their lesson. Unfortunately,
we can barely state in our research work that the 99% of the institutions we visited,
47%
53%
Graph. 18
Yes
No

50
have the elementary materials to support teachers in the process of teaching. Just one
government school was provided with efficient English material and an excellent
computer center.
Under these circumstances, we had obtained the following results: a 47% of
the sample considered that the limited material they have is appropriate. Nonetheless,
the 53% of the sample pointed out that the material they have is incorrect.
Factors Concerning Educational Institutions
Does the institution review teachers’ lesson plans?
Source: teacher’s interview.
Authors: Montero Silvia, Correa Hilton.
Lesson plans are effective tools designed by teachers to draw the time they
will spend during the class. Plans are essentially used to structure the lesson and help
students to know what the teacher expects from them. Hence, Graph 19 discloses a
percentage that is revealed only once in this research work; that is, a percentage that
matches all the parameters of this research: a 100% of corroborated information from
all study variables.
100%
0%
Graph. 19
Yes
No

51
All public high schools where this research work took place periodically
review every language lesson plan. According to the new educative laws in Ecuador,
the teacher has the responsibility to provide for his/her immediate boss a copy of the
lesson plan. Under this investigation, we found out that the 40% of the institutions
complete this requirement once a week, and the remaining 60% at the end of a
month.
Does the institution monitor teachers’ teaching?
Graph 20 reveals an accountable outcome for institution authorities.
According to the results obtained from the sample, a valuable 60% of teachers stated
that principals and deans of language departments monitor them. A notorious 40%
(which is a warning value) of the sample manifested not have any control from the
authorities and/or colleagues. The question here is: How can we know (as
institutional representatives) whether our teachers are doing their jobs correctly or
not?
60%
40%
Graph. 20
Yes
No

52
Monitoring is an administrative technique that allows departmental
authorities to assess the level of teachers’ performance. It will permit modifying
weak points and reassuring the stronger ones. Monitoring cannot be characterized
simply by assisting a teachers’ class or checking their plans. It includes a wide range
of actions such us teacher meetings, assessment sessions, classroom assistance, and
most importantly, to provide teacher effective judgments about correctness.
Over the last decades there has been greater teacher responsibility for student
outcomes. Far away are those days when teachers could close the door and teach
their “free will” in the classroom. In spite of knowing this, it does little to ensure
students are taught what they need to know or are provided a high-quality education.
That assurance of student learning can only happen with valid and pertinent data on
teachers’ performance; and of course, we can only attain this perspective monitoring
them.
Educational institutions have the responsibility to monitor and ensure the
quality of teaching and the development of services aiming to look forward to find
new ways to guarantee an effective education.
Analyzing the frequency that institutions monitor teachers’ teaching process,
we found the following:

53
A pitiable 7% of high schools where we conducted the survey monitor their
teachers once a week. Likewise, a similar 7% of different institutions apply the
process once a month. Still, an improvised 46% of the sample conducts some kind of
monitoring at any time during the school year. Finally, a concerning 40% illustrates
that a monitoring process never takes place along the academic phase.
The process itself helps the teacher develop conclusions about instruction and
the dean becomes a resource for identifying ways to improve methods in the
classroom. While there has not yet been the same level of teacher behavior research,
it stands to think that it would have a positive impact on their practices. Of course we
are going to face disagreements; first with the teacher itself, and then with the
institution authorities who don’t really accept people from outside “watch” what they
are doing. With this regard, we have encountered the same kind of restrictions for
conducting this research work.
7% 7%
46%
40%
Graph. 21
Once a week
Once a month
Other
No

54
Amazingly, monitor results of the teacher inform practice and serves as
motivation to make improvements where needed. It also creates a mechanism for a
collaborative interaction between teacher and dean since it takes much of the
pressure off. It is at this point that public high schools in our province (why not all
over the country) need to focus their attention to improve the teaching and learning
process.

55
Conclusions
Learning was limited to unproductive classroom conditions. Teachers and
students dealt with crowded rooms with precarious teaching provisions.
In-service English teachers of public high schools showed signs of a fragile
academic preparation. Proficient or close-to-native speaking is limited.
Teachers mostly used the learner’s native language to give instructions.
The teachers’ instructional competence was limited. An adequate knowledge
of teaching techniques is needed. A few members of the English teaching
staff did not belong to the language department.
Learners suffered from inefficient instructional settings. There was no a
performing correlation between motivation and level of acquisition.
There was little pressure to perform a structured and systematic teaching
methodology. There was a greater emphasis on completing work schedules
rather than accomplish goals.
Classroom observation schemes showed a deficient student-centered
production. In addition to have teachers at the center of attention, the use of
supplementary material was worthless.
Crowded classrooms caused several problems like discipline straggling.
Our observation reveals that substantially public high schools registered more
than 25 learners per class –as an average. That is, teachers had to manage
large-classes of 25-30 or even more students.

56
Recommendations
• First of all, Albert Einstein said once that “it is the supreme art of the teacher to
awaken joy in creative expression and knowledge”. In the same way Henry
Brooks Adams stated that “A teacher affects eternity; he can never tell where
his influence stops”. This recommendation is addressed to our future
colleagues: You –as teachers– need to be immersed in permanent teaching
training in order to improve your English accuracy and teaching skills.
• Second of all, we personally believe that government education authorities and
representatives should make a greater effort to provide public institutions
adequate teaching infrastructure. High schools in Ecuador need up-to date
language laboratories with efficient and comfortable space; language learning
appliances and global technology such as computers, tablets, smart boards,
TVs, free online access and essential supplementary materials.
• Third, an urgent Foreign Language Teaching and Learning pedagogical shift
needs to be applied in Ecuador. This change involves looking for better
techniques and methodologies to improve the English as a foreign language
teaching process.
• Finally, academic institutions should ensure the quality of education. On the
first hand, they should provide high academic training courses; provide
alternative means of training abroad; motivate teachers to be part of planning
programs and cognitive development. On the other hand, they should monitor
teachers’ classrooms, advice on alternate path ways to achieve successful
teaching outcomes, and provide personal facilities about how to teach.
To conclude we have to take into of count that: “Today students are eager to
learn, and teachers are more aware of the role that we as teachers must take up”

57
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UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
La Universidad Católica de Loja
MODALIDAD ABIERTA Y A DISTANCIA
CARRERA DE INGLES
OBSERVATION SHEET
EDUCATIONAL INSTITUTION:
DATE:
YEAR(desde 8vo básica a 3ro bachillerato):
1. Does the teacher consider Students’ needs to teach English?
*Students’ Needs (age, personality, attitude, aptitude, motivation, and learning styles)
YES ( ) NO ( )
* It can be recognized based on the variety of activities (visual, audio, audiovisual, realia, and on-
line) applied, and students’ reaction to them.
2. Which is the level of the students? (Check 1)
*Students’ Level
Basic ( ) Intermediate ( ) High Intermediate ( ) Advanced ( )
* It can be recognized based on the material they are using or placement done by the institution.
3. Which of the following methods are used?
Communicative Language Teaching ( )
The Natural Approach ( )
Cooperative Language Learning ( )
Content-Based Instruction ( )
Task-Based Language Teaching ( )
Cognitive Academic Language Learning ( )
Total Physical Response ( )
Whole Language Approach ( )
Grammar Translation Method ( )
Others ___________________________________ ( )
4. Which of the following activities are used?
Whole-group activities ( )
Individual activities ( )
Group work activities ( )

5. Which of the following aspects of the lesson plan were applied in the class?
Time ( )
Lesson topic ( )
Objectives ( )
Warm-up activities ( )
Introduction of the new topic ( )
Guided or individual practice ( )
Review/Assessment/Feedback ( )
Materials and resources ( )
6. Which of the following aspects have been considered by the teacher?
Discipline ( )
Feedback ( )
Activities management ( )
Time management ( )
7. How many students are there in the classroom?
10 - 15 ( ) 16 - 25 ( ) 26 - 30 ( ) 31 - more ( )
8. Do students have enough space to move and participate in dynamic activities?
YES ( ) NO ( )
9. Is the seating arrangement appropriate for the teaching-learning process?
YES ( ) NO ( )
NOTES: __________________________________________________________________________________________________
10. Which of the following resources are there in the classroom to facilitate
teaching?
TV ( )
Tape/Cd recorder ( )
Computer(s) ( )
Projector(s) ( )
Smartboard ( )
Supplementary materials ( )
Others ( )
11. In which percentage does the teacher use English in class?
25 % ( ) 50 % ( ) 75 % ( ) 100 % ( )

TEACHER’S INTERVIEW
A1
Where are you from?
Where do you live?
A2
Where did you learn English?
How long have you studied English?
Which subject was the most difficult during your major?
B1
How long have you been teaching English?
Which skill is easier for you to teach?
Would you like to continue studying? Why?
B2
What are the advantages or disadvantages of teaching English in a “non-English
speaking country”?
What are the main problems a teacher faces when teaching English in Ecuador?
C1
What social benefits are derived from learning English?
What is the most important reward of teaching English as a profession?
C2
What are the benefits that come from teachers staying more time in the
educational institutions?
What is the difference between teaching English as foreign language (EFL) and
teaching English as a second language (ESL)?
TEACHER’S LANGUAGE PROFICIENCY:
C2 ( ) C1 ( ) B2 ( ) B1 ( ) A2 ( ) A1 ( )

CARRERA DE INGLES
STUDENT’S QUESTIONNAIRE
DATE:
YEAR:
1. ¿Te gusta aprender Inglés?
YES ( ) NO ( )
2. ¿Las actividades (juegos, trabajos en grupo y trabajos individuales) que se
realizan en clase te motivan a aprender Inglés?
YES ( ) NO ( )
3. Consideras que las actividades realizadas en clase son:
Muy fáciles ( ) Fáciles ( ) Difíciles ( ) Muy difíciles ( )
4. ¿Te gusta la forma de enseñanza del idioma Inglés que usa tu profesor?
YES ( ) NO ( )
¿Por qué?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
5. ¿Tu profesor realiza actividades variadas que te permiten interactuar con tus
compañeros de clase?
YES ( ) NO ( )
6. ¿Tu profesor utiliza Inglés la mayor parte del tiempo en la clase?
YES ( ) NO ( )
7. ¿Tu profesor controla la disciplina en la clase?
YES ( ) NO ( )

8. ¿Tu profesor les asigna un tiempo determinado para el desarrollo de cada
actividad?
YES ( ) NO ( )
9. ¿Luego de cada actividad realizada, tu profesor te explica en qué fallaste y en
qué debes mejorar?
YES ( ) NO ( )
10. ¿Las instrucciones que da el profesor para realizar las actividades en clase y
extra clase son claras?
YES ( ) NO ( )
11. ¿Consideras que el tamaño del salón de clase te permite trabajar de una
manera cómoda?
YES ( ) NO ( )
12. ¿Consideras que el número de estudiantes te favorece para aprende de mejor
manera el Inglés?
YES ( ) NO ( )
13. ¿Te gusta la forma en la que el profesor adecúa los pupitres para trabajar en
los diferentes tipos de actividades?
YES ( ) NO ( )
14. ¿Se utilizan en clase recursos tales como televisión, grabadora, computadora,
pizarras inteligentes, etc.?
YES ( ) NO ( )
GRACIAS!!!!!

CARRERA DE INGLES
TEACHER’S QUESTIONNAIRE
DATE:
YEAR:
15.Which level of education do you have?
High school diploma ( ) English Bachelor’s Degree ( ) English Master’s degree ( )
Others: _______________________________________________
16. Do you consider Students’ needs to teach English successfully?
Students’ Needs (age, personality, attitude, aptitude, motivation, and learning styles)
YES ( ) NO ( )
17. Do you consider Students’ level to teach English successfully?
Students’ Level (Basic, Intermediate, High Intermediate , and Advanced)
YES ( ) NO ( )
18. Which is the level of your students?
*Students’ Level
Basic ( ) Intermediate ( ) High Intermediat ( ) Advanced ( )
19. Which of the following methods was used in this class? (check only 1)
Communicative Language Teaching ( )
The Natural Approach ( )
Cooperative Language Learning ( )
Content-Based Instruction ( )
Task-Based Language Teaching ( )
Cognitive Academic Language Learning ( )
Total Physical Response ( )
Whole Language Approach ( )
Grammar Translation Method ( )
Others ___________________________________ ( )

20. Do you use whole- group activities to teach your lessons?
YES ( ) NO ( )
Why? ____________________________________________________________________________________________
21. Do you use individual activities to teach your lessons?
YES ( ) NO ( )
Why? ____________________________________________________________________________________________
22. Do you use group work activities to teach your lessons?
YES ( ) NO ( )
Why? ____________________________________________________________________________________________
23. Do you use English most of the time in your classes?
YES ( ) NO ( )
24. Do you plan your lessons?
YES ( ) NO ( )
25. Do you consider aspects such as discipline, timing, feedback, and instruction
to teach your lessons?
YES ( ) NO ( )
26. How many students do you have in this class?
10 - 15 ( ) 16 - 25 ( ) 26 - 30 ( ) 31 - more ( )
27. Do you feel comfortable working with this number of students?
YES ( ) NO ( )
28. Do you have enough space to work with this group of students?
YES ( ) NO ( )
29. Do you arrange students’ seats in relation to the activities planned for your
classes?
YES ( ) NO ( )

30. How many students do you think is the appropriate number to teach English?
(check only 1)
10 - 15 ( ) 16 - 25 ( ) 26 - 30 ( ) 31 - more ( )
31. Do you use teaching resources (TV, Tape/Cd recorder, Computer(s), Projector(s),
Smartboard, and supplementary materials)?
YES ( ) NO ( )
Which ones?
_________________________________________________________________________________________
32. Do you consider appropriate the resources you have in class?
YES ( ) NO ( )
Why?
_______________________________________________________________________________________________
33. Does the institution review your lesson plans?
YES ( ) NO ( )
If yes, how frequently?
Once a week Once a month Other_________________________
34. Does the institution monitor your teaching?
YES ( ) NO ( )
If yes, how frequently?
Once a week Once a month Other_________________________
Thanks for your cooperation!!!!!!

Factors that affect the english language teaching learning process in ecuadorian public high schools

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