Universidad Nacional DE Loja: Undergraduate Program IN Pedagogy OF National AND Foreign Languages

UNIVERSIDAD NACIONAL DE LOJA
ÁREA DE LA EDUCACIÓN, EL ARTE Y LA COMUNICACIÓN

UNDERGRADUATE PROGRAM IN PEDAGOGY OF NATIONAL AND
FOREIGN LANGUAGES
KNOWLEDGE INTEGRATING PROJECT

CYCLE II
THEME
LEARNERS´ FAMILY - COMMUNITY CONTEXTS AND THEIR INFLUENCE IN
LEARNING. (DIAGNOSTIC APPROACH OF TENSIONS AND LEARNING
ISSUES FOCUSED ON SPECIFIC GROUPS OF STUDENTS, RELATED TO
CONTEXTS OF SOCIALIZATION IN THEIR COMMUNITY SOCIAL
DIMENSIONS: LIFE STORIES) YEAR
AUTHORS
Bernardo Bustamante
Pablo Castillo
Andrea Palacio
Emily Palacios
ADVISOR
Miriam Eucevia Troya Sánchez
LOJA – ECUADOR
2020
1. THEME
LEARNERS´ FAMILY - COMMUNITY CONTEXTS AND THEIR INFLUENCE IN

LEARNING. (DIAGNOSTIC APPROACH OF TENSIONS AND LEARNING ISSUES
FOCUSED ON SPECIFIC GROUPS OF STUDENTS, RELATED TO CONTEXTS OF
SOCIALIZATION IN THEIR COMMUNITY SOCIAL DIMENSIONS: LIFE STORIES)
YEAR
2
Abstract
The aim of this bibliographic research was to reveal the impact of the social factors in
learning English as a foreign language. The units of analysis were 20 indexed research
articles from different countries where English is learned as a foreign language and the main
focus of the study was the social factors as issues in the language teaching and learning. The
analysis was made by using the hermeneutic method which helped the pre-service teachers
to understand and interpret the problems dealing with human social factors and their effects
in the EFL learners. An annotated bibliography matrix was used as a data collection
instrument containing the themes, authors, years, countries, objectives, research designs and
main findings for their further analysis and interpretation. The data revealed that teacher
education of English as a foreign language is comprised not only by the knowledge of the
applied linguistics and a high level of the English language proficiency, but also by the
comprehension of the relationship of the social environment where teachers and students
live which ultimately generates the real-life local contexts for both teaching and learning.
Culture is an indispensable element that influences in the field of learning EFL in many
ways, this affects learning mode, test preparation, face-saving philosophy and reticence. It
is important that teachers regard students' cultural background in order to take action
according to the ways of learning of each one.
Key words: social factors, English as a foreign language, EFL learners, socio-economic
status.
3
Resumen
El objetivo de esta investigación bibliográfica era revelar el impacto de los factores sociales
en el aprendizaje del inglés como lengua extranjera. Las unidades de análisis fueron 20
artículos de investigación indexados de diferentes países en los que se aprende el inglés
como lengua extranjera y el foco principal del estudio fueron los factores sociales como
cuestiones en la enseñanza y el aprendizaje del idioma. El análisis se hizo utilizando el
método hermenéutico que ayudó a los maestros de pregrado a comprender e interpretar los
problemas relacionados con los factores sociales humanos y sus efectos en los estudiantes
del inglés como lengua extranjera. Se utilizó una matriz de bibliografía anotada como
instrumento de reunión de datos que contenía los temas, autores, años, países, objetivos,
diseños de investigación y principales conclusiones para su posterior análisis e
interpretación. Los datos revelaron que la formación de profesores de inglés como lengua
extranjera está compuesta no sólo por el conocimiento de la lingüística aplicada y un alto
nivel de dominio del idioma inglés, sino también por la comprensión de la relación del
entorno social en el que viven los profesores y los estudiantes, lo que en última instancia
genera los contextos locales de la vida real tanto para la enseñanza como para la formación.
La cultura es un elemento indispensable que influye en el campo de la enseñanza del inglés
como lengua extranjera de muchas maneras, esto afecta al modo de aprendizaje, la
preparación de los exámenes, la filosofía salvadora y la reticencia. Es importante que los
profesores tengan en cuenta los antecedentes culturales de los estudiantes para actuar de
acuerdo con las formas de aprendizaje de cada uno.
Palabras clave: Factores sociales, Inglés como lengua extranjera, estudiantes de EFL,
estatus socio-económico.
4
2. INTRODUCTION
Historically the English teacher education has been considered mostly as the specialized
knowledge of the language (Johnson, 2009). The same author argues that currently this
conception has dramatically changed due to the complexity of the society and its direct
influence in the cognition of the human beings. “The first challenge is to examine our
existing practices while simultaneously creating alternative practices that support the
professionalization of L2 teachers in the complex social, political, economic, and cultural
settings where they learn and work” (Johnson, 2009, p.113).
Introducing EFL international teaching and learning standards in the national context
creates the assumption that teacher education should be the same all around the world.
However, educational realities in countries from the first world is far different from the
countries of the third world such as our country Ecuador. Being this the case the pre-service
teachers of the Second Cycle of the Undergraduate Program in Pedagogy of National and
International Languages at the National University of Loja conducted a research with the
purpose to gain real comprehension of the local context (sociopolitical, sociohistorical, and
socioeconomic contexts) that will make up efficiently the teacher practice in their future
professions.
5
Sociocultural theories.
There are several theories within the field of linguistics that attempt to explain how people
learn a second language. Drawing on an extensive range of sources, the authors, (Altugan,
2015) and (Anyanwu, 2016) set out from cultural and this way of thinking, describing that
the SLL theory should be centered not so much on the process of learning a social activity
and only later becomes reconstructed as an individual, psychological phenomenon.
Although, the socio-cultural background of the students has influence on the students’
performance in English language learning and competence.
It is necessary here to clarify exactly what is meant by In fact, educators especially
teachers of English should always realize that it is quite impossible for one to teach the
English language without teaching its culture. In view of all that has been mentioned so far,
we must always remember that the learner’s first language (indigenous language) greatly
influences the target language. In view of this, it is advocated that a complete mastery of
one’s indigenous language is necessary for an ultimate performance in the second language
The theory can be loosely described as a correlation, there are issues of interference, low
and high contextual factors and these affect students’ performance in English, and such
equally affect their overall academic growth and performance. The studies presented thus
far provide evidence that, the interference phenomenon affects the students in areas of
grammar, phonology, semantics, and spellings. In contrast to the socio-cultural theory, the
authors argue that cases of concord incongruity abound in students’ oral speech and writing,
likewise are cases of omission of determiners and wrong use of certain parts of speech.
However, the evidence for this relationship is inconclusive, English language background
tend to use the English language better than their counterparts without such background.
6
However, such language background does not guarantee proficiency in areas of writing and
spelling.
Overall, there seems to be some evidence to indicate that people’s sense of identity
influences how they view themselves both as an individual and in relation to other people
(White, Stackhouse, & Argo, 2018).
The term "sociocultural identity" comprises three concepts: society, culture, and identity
(Orsini-Jones, & Lee, 2018).
The words "society" and "culture" are fused together to form the word "sociocultural".
Sociocultural identity comprises different parts of identities; social identity, cultural identity,
religious identity, ethnic identity, and so on (Miller, Berlo, Wolf, & Roberts, 2018).
Our cultures influence our behavior directly through the norms and rules we use to guide
our behavior when we interact with others. Our cultures also indirectly affect our
communication through individual characteristics. We learn when we are socialized into our
cultures. (Gudykunst & Kim, 2016)
As indicated by Sociocultural Theory, social interaction and cultural foundations assume
a significant job in a person’s school achievement and mental evolution. (Altugan, 2015).
3. METHODOLOGY
The hermeneutic method was used to interpret and discuss of the chosen texts. First of
all, the criteria to choose the papers were determined before conducting the research. As
aforementioned, the research articles were studies related to social factors in learning English
as a foreign language. Once the articles were selected, the information was classified in an
annotated bibliography matrix (see annex) containing the main sections of the articles such
7
as the themes, authors, years, countries, objectives, research designs and main findings for
their further analysis and interpretation. Each interpretation was followed by the pre-service
reflections which helped to contextualize the problem under study.
4. RESULTS AND DISCUSSION
Numerous studies have attempted to explain the relationship between the social factors
and English language learning. The researchers of this bibliographic research made a
synthesis of the objectives of the 20 research papers as presented in table 1.
Objectives Country Theme, author, year
Kung, F. W. (2017). Teaching and Learning

English as a Foreign Language in Taiwan. The
Taiwan
Electronic Journal for English as a Second
Language, 1-15.
Anyanwu (2016). Socio-cultural influences on

Nigeria effective english communication of Nigerian
To Investigate the context undergraduates
of socio-cultural factors as
well as the students' socio-
cultural identity and
analyze its impact towards Mohammadi, Habib; Izadpanah (2019). A
learning English as a Study of the Relationship between Iranian
foreign language. Learners’ Sociocultural Identity and English as
Iran
a Foreign Language (EFL) Learning. Siros
International Journal of Instruction, 2019
Proficiency.
Ozfidan, Matchmes, & Demir, (1985).

Turkey Socio-cultural Factors in Second Language
Learning
8
Mohsen Ghasemi Ariani, (2015)
Iran The Relationship between Socioeconomic
Status and Beliefs about Language Learning: A
Study of Iranian Postgraduate EAP Students
To evaluate the relationship Gayton, (2010). Socioeconomic Status and

between the beliefs of United Kingdom Language-Learning Motivation: to what extent
English as a foreign does the former influence the latter?
language learners and their
economic status to
determine how it might Falch, (2010). Geographical constraints and
influence their learning Norway
educational attainment
attitudes.
Nguyen, Chinh & Linh, Le & Quynh, Tran &

Vietnam Nguyen, Ha. (2014). Equality in education.
ResearchGate 1-140.
Nasir Mehmood, (2019). Factors Impacting EFL

Saudi Arabia Teachers’ Self-efficacy: A Theoretical
Perspective
Bahadır Tosun, (2018). An investigation on the

Turkey major factors of foreign language classroom
To analyze personality anxiety and the relationship between anxiety
traits with their possible and age.
relationship to the age of
English language learners
and investigate how anxiety Fazeli, Seyed Hossein (2012).
may influence their level of Personality traits as predictors of the social
self-efficacy. English language learning. International Journal
Iran
of behavioral social and movement sciences,
Vol.01
2012.
Deb, (2018) Affective Factors in Second

Canada Language Writing: Is It a Matter of Concern?
Eraldemir Tuyan, Seden; Serindag, Ergun

(2019). Revisiting the Socio-Educational Model
Turkey of Second Language Acquisition in Turkish
To examine the socio- Tertiary EFL Context. Journal of Language and
psychological orientations Linguistic Studies, v15 n2 p450-469 2019
of students as well as the
factors that determine the
willingness to communicate Pattapong, Kamlaitip (2015). Complex
in English. Interactions of Factors Underlying Thai EFL
Thailand learners’ Willingness to Communicate in
English.Journal of Language Teaching and
Learning in Thailand, v49 p105-136 Jan-Jun
2015
9
Twenty research papers have been examined to identify the relationship between social
factors and English as a foreign language learning. In this section the researchers have made
a synthesis of the objectives of the papers, although the researchers being from different
parts of the world, continents such as Asia, Africa, America and Europe. The first objective
was to investigate the context of socio-cultural factors as well as the students' socio-cultural
identity and analyze its impact towards learning English as a foreign language. (Kung, 2017,
Anyanwu, 2016, Mohammadi, Habib; Izadpanah, 2019, Ozfidan, Matchmes, & Demir,
1985). The second objective, consequently focuses on evaluating the relationship between
the beliefs of English as a foreign language learners and their economic status to determine
how it might influence their learning attitudes (Ariani, 2015, Gayton, 2010, Falch, 2010,
Nguyen, Chinh & Linh, Le & Quynh, Tran & Nguyen, Ha, 2014). The third objective have
led to a proliferation of studies that analyze personality traits with their possible relationship
to the age of English language learners and investigate how anxiety may influence their level
of self-efficacy (Mehmood, 2019, Tosun, 2018, Hossein, 2012, Deb, 2012). The fourth
objective seeks to examine the socio-psychological orientations of students as well as the
factors that determine the willingness to communicate in English (Tuyan, Seden, Serindag,
Ergun, 2019, Pattapong, Kamlatip, 2015).
Sociocultural factors as issues in English as a foreign language teaching and learning
Narrative of the findings.
In Saudi Arabia (2019), India (2010) and Turkey (2018), Saud, Deb, Tosun and
Mehmooda found that the socio-affective make an impactful difference in the EFL Learners.
On the one hand, Saud (2019) and Tosu (2018) reported that Saudi EFL students are able to
utilize their emotions well in order to make good decisions; they could also manage their
own emotions and that of others. The results of revealed that being emotionally intelligent
helps in excelling in academic achievement. Nonetheless, most effective factors that cause
10
anxiety is speaking skill, the students’ anxiety affects badly their achievement scores. On the
other hand, Deb (2010) and Mehmooda (2019) highlights that low self-esteem and Self-
efficacy are the impediment to students’ achievement and suitable behaviour through
cognitive, motivational, affective and selection processes. Sources of effectiveness, such as
vicarious experiences, social persuasion, and physiological states, can also influence
teachers' self-efficacy that must to support his followers and encourages and helps them to
achieve the challenging goals they have set for themselves.
In Iran (2015) and Scotland (2010), Ariani and Gayton found that the socio-economic
status makes a stimulating change and variation in the EFL Learners. Contrary to
expectations, this study did not find a significant difference between Ariani (2015) that has
commonly been assumed that the findings reflected that social factors like socio-economic,
exerts substantial influence on the process of language learning and learning motivation in
contexts when English is an L1 and an L2. The responses also imply a correlation between
low socioeconomic status and low motivation on the one hand, high socioeconomic status
and high motivation on the other. Thus, language teachers should be highly qualified to make
professional judgment about the actual language ability of language learners decrease error
of measurement. By contrast Gayton (2010) and Burstall (1974) point that pupils at grammar
schools (i.e. pupils generally of a higher socio-economic status) tend to be more positively
disposed towards language-learning comments largely support Ausubel’s (1968) claim that
there is a tendency for parents of a lower socioeconomic status to give less weighting to their
children’s education, making these pupils less academically predisposed than their
counterparts whose parents value their education highly.
In Nigeria (2016), Turkey (1985) and Taiwan (2017), Anyanwu, Ozfidan, Matchmes,
Demir and Fan-Wei-Kung found that the socio-cultural status can lead to and result a
11
substantial difference in EFL learners. As regards Anyanwu (2016) Teachers of English must
be considerate of the students` culture and as such, inform the students of cultural differences
thereby promoting understanding and effective use of English, as the learners first language
(indigenous language) greatly influences the target language. Language policy must reflect
both the target language culture as well as the students` culture, so as to avoid any cultural
cum language misinterpretations. So, it is important that language teachers should be acutely
aware of students’ learning trajectory based on different cultural varia and how and when
they give feedback to students, since giving feedback means more than just correcting them.
5. CONCLUSIONS AND RECOMMENDATIONS
Conclusions
Being emotionally intelligent allows to stand out in terms of academic achievement in the
field of learning EFL. Self-esteem and self-efficacy directly affect students' academic
performance and behavior, by means of cognitive, motivational, affective and selection
processes, which end in a directly proportional relationship; the lower self-esteem, the lower
achievement.
Socio-economic factor, exerts a crucial influence on the process of language learning and
pupil’s motivation, mainly when English is an L1 and an L2. Thereby, there is a meaningful
correlation between socioeconomic status and learning motivation.
Culture is an indispensable element that influences in the field of learning EFL in many
ways, this affects learning mode, test preparation, face-saving philosophy and reticence. It
is important that teachers regard students' cultural background in order to take action
according to the ways of learning of each one.
12
Recommendations
Teachers should be enough qualified to help students to control their emotions, to reach a
successful academic performance likewise achievement. Although, in cases of low self-
esteem, we recommend a helping hand by a professional of the subject, like a psychologist.
The teacher is not enough.
Ecuador is not a country where you can relate to it, the exact opposite. Students should
concern about their future, teachers allowing them to dream big and inspire them to turn their
negative situation of low socioeconomic status, into a boost and motivation to reach the
success instead of the failure.
The Ecuadorian culture-background could make this a negative circumstance, the teachers
should look after the culture of every student, their roots and guide them to a learning process
where they can reach their full potential, through a new philosophy of education as a method
of gentrified knowledge.
6. REFERENCES
Gayton, A. (2010). Socioeconomic status and language-learning motivation: To what extent

does the former influence the latter? Scottish Languages Review, 22(1), 17-28.
Pramita, G. A. P. (2012). The contribution of self-esteem and language learning strategies

to the students’ english proficiency for second year students of Nigeria 7
denpasar. Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia, 1(1).
Falch, T., Lujala, P., & Strøm, B. (2013). Geographical constraints and educational
attainment. Regional Science and Urban Economics, 43(1), 164-176.
Deb, J. (2018). Affective Factors in Second Language Writing: Is It a Matter of

Concern? The Morning Watch: Educational and Social Analysis, 46(1-2 Fall).
Tuyan, S. E., & Serindağ, E. (2019). Revisiting the socio-educational model of second
language acquisition in Turkish tertiary EFL context. Journal of Language and
Linguistic Studies, 15(2), 450-469.
Fazeli, S. H. (2012). Personality Traits as Predictors of the Social English Language

Learning Strategies. Online Submission, 1(3), 9-22.
13
Pattapong, K. (2015). Complex Interactions of Factors Underlying Thai EFL Learners'
Willingness to Communicate in English. PASAA: Journal of Language Teaching and
Learning in Thailand, 49, 105-136.
Mohammadi, H., & Izadpanah, S. (2019). A Study of the Relationship between Iranian
Learners' Sociocultural Identity and English as a Foreign Language (EFL) Learning
Proficiency. International Journal of Instruction, 12(1), 53-68.
Tosun, B. (2018). An investigation on the major factors of foreign language classroom

anxiety and the relationship between anxiety and age. Journal of Language and
Linguistic Studies, 14(1), 230-241.
Kung, F. W. (2017). Teaching and Learning English as a Foreign Language in Taiwan: A

Socio-Cultural Analysis. Tesl-ej, 21(2), n2.
Ariani, M. G., & Ghafournia, N. (2015). The Relationship between Socioeconomic Status
and Beliefs about Language Learning: A Study of Iranian Postgraduate EAP
Students. English Language Teaching, 8(9), 17-25.
Al Ghazali, F. (2018). Understanding the linguistic variation in English as a lingua franca

among Arab siblings. Journal of Language and Linguistic Studies, 14(4), 301-315.
Anyanwu, E. C. (2016). Socio-cultural influences on effective English communication of

Nigerian undergraduates. Mgbakoigba: Journal of African Studies, 6(1).
Saud, W. I. (2019). Emotional Intelligence and Its Relationship to Academic Performance

among Saudi EFL Undergraduates. International Journal of Higher Education, 8(6),
222-230.
Mehmood, N. (2019). Factors Impacting EFL Teachers' Self-Efficacy: A Theoretical

Perspective. English Language Teaching, 12(4), 39-48.
Liu, X. (2018). A Longitudinal Study of Dynamic Changes in and Contributing Factors of

Learner Belief of Chinese Foreign Language Learners. English Language
Teaching, 11(7), 61-70.
Kim, T. Y. (2006). Motivation and attitudes toward foreign language learning as socio-
politically mediated constructs: The case of Korean high school students. The
Journal of Asia TEFL, 3(2), 165-192.
Chinh, N. D., Quynh, T. H., & Ha, N. T. (2014). Inequality of access to English language
learning in primary education in Vietnam: A case study. Inequality in education (pp.
139-153). Brill Sense.
Ozfidan, B., Machtmes, K. L., & Demir, H. (2014). Socio-Cultural Factors in Second
Language Learning: A Case Study of Adventurous Adult Language
Learners. European Journal of Educational Research, 3(4), 185-191.
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7. INDEX
1. THEME ..................................................................................................................2
Abstract…………………….……………………………………………………….3
2. INTRODUCTION ..................................................................................................5
Sociocultural
theories………………………………………………………………………………6
3. METHODOLOGY .................................................................................................7
4. RESULTS AND DISCUSSION ............................................................................8
Sociocultural factors as issues in English as a foreign language teaching and

learning…………………………………………………………………………….10
Narrative of the
findings………………………………………………………………………….10
5. CONCLUSIONS AND RECOMMENDATIONS ..............................................12
Conclusions………………….…………………………………………………….12
Recommendations……………………..…………………………………………..13
6. REFERENCES .....................................................................................................13
7. INDEX .................................................................................................................15
ANEX ..........................................................................................................................16
15
ANEX
Annotated bibliography matrix
ANNOTATED BIBLILOGRAPY
# Theme, Objectives & Variables under study Research Theories about the value Research SUMMARY/OUTLINE
author, research participants/units of of the social context and design/methodology The main
year, type questions analysis its role in language and data collection findings/conclusions/grap
of paper learning instruments hs
1 Paper Ascertain • The general problem of Interviews with four Socioeconomic theory Bibliography • Socio-economic
today’s language-learning in high school teachers research status makes a
Socioecon language- Scotland significant
omic learning • Key differences contribution to
Status attitudes in between English as an language learning
and Scottish schools L1 and English as an L2 motivation in
Language- and determine Language learning and contexts when
Learning the extent to mobility English is an L1 and
Motivatio which socio- an L2
n: to what economic status • The responses also
extent contributes to imply a correlation
does the such attitudes. between low socio-
former economic status and
influence low motivation on
the the one hand, high
latter? socio-economic
status and high
(Gayton, motivation on the
2010) other
16
2 Paper This study • To find out whether The arguments of Self-esteem factor theory Bibliography • In the educational
aimed at there is a positive and Kristj ánsson and research domain, addressing
The finding out significant contribution Smith fail self-esteem may be a
contribution whether (1) of students’ self- requirement of
of self- there is a esteem to the students’ resolving confidence
esteem and positive and English proficiency for or attachment
language significant second year students of problems that affect
learning contribution of SMA Negeri 7 academic motivation
strategies to self-esteem to Denpasar and performance
the students’ the students’ • To find out whether • Low self-esteem is an
English English there is a positive and impediment to
proficiency proficiency for significant contribution achievement, it
for second second year of language learning certainly is something
year students of strategies to the to be overcome if not
students of SMA Negeri 7 students’ English cured
sma negeri 7 Denpasar. proficiency for second
Denpasar year students of SMA
Negeri 7 Denpasar
(Pramita,
2012)
17
3 Paper To quantify the • The impact of Literature review Geographical situation Bibliography • Unobservable factors
socioeconomic geographical constraints in Theoretical factor theory research such as perceived
Geographic gradient, i.e., terms of travel distances considerations valuation of education
al the propensity between homes and upper Institutions, data, and might be more
constraints of students secondary schools has empirical strategy important
and from received limited attention determinants of
educational disadvantaged in the empirical literature residential location for
attainment backgrounds to parents of students
drop out. with mediocre
(Falch, achievement than for
2010) To estimate other parents.
the impact of • Although it may seem
geographical unlikely that such
proximity to mobility drives the
upper results, because
secondary relatively few parents
schools on move while their
graduation children are in
propensity. compulsory education.
18
4 Paper To build upon • The effect of affective The Status of English Socio-affective factor Bibliography • Affective factors play
theoretical factors: anxiety, self- in Iran theory research an integral role in
Affective knowledge by efficacy, and Factors Affecting second language
Factors in reviewing motivation in second ESL Learners’ learning. If we want
Second related language learners’ Writing to be successful in
Language literature, and writings Krashen’s Theory on teaching second
Writing: Is presenting Second Language language writing, we
It a Matter researcher’s Acquisition need to look into
of personal these socio-
Concern? tutoring psychological factors
experiences of students.
(Deb, • It is the responsibility
2018) of instructors to build
students’ self- efficacy
about their ability.
Open discussion with
the students about
their needs and
problems of writing
can assist the
instructors to design
the lesson plan
19
5 Paper How cultures • Cultural institutions such The knowledge Socio-cultural factor Bibliography • The culture in which a
teach learners as the home, the school, children learn is theory research person learns sets the
Social- what and how the media, sports and the culturally determined agenda for learning in
cultural to think. arts are responsible for Our culture teaches several ways. It
influences How the this teaching us how to think determines what is
on learning knowledge • The stimulus or Cultural beliefs about learnt and influences
taught in motivation for learning how learning occurs. how and when it is
(Munro, formal culturally valued learnt
2019) education is knowledge, particularly • What and how a
culturally in the academic context, person learn is
determined is also culturally influenced in large
The beliefs determined measure by the
cultures have culture in which the
about how learning occurs and
learning the social interaction
occurs. processes in which
How cultures the learner engages
value ways of • It is the quality of
thinking. these interactions
rather than processes
solely within the
learner, that determine
the quality of the
learning outcome.
20
6 Paper To analyze • Socio- Educational model The participants Socio- educational The study is • The participants of
and determine of second language were 793 preparatory Theory descriptive in nature this study had a
Revisiting the various acquisition school students and aims to identify moderate level of
the Socio- socio- whose ages vary the attitudinal and positive attitudes
Educational psychological between 18-21. 376 motivational profiles toward English-
Model of orientations of (50,6 of the EFL students speaking people
Second undergraduate %) of the in Turkish tertiary despite their
Language students in participants were context. relatively high level
Acquisition learning male, 242 (32,6 %) The data for the of integrative
in Turkish English as a were female and 125 present study were orientation to study
Tertiary Foreign (17,2 %) did not collected using English and interest
EFL Language mention their gender AMTB in foreign languages.
Context. (EFL) to have • EFL learners’
a sociocultural identity
(Eraldemir comprehensiv applies influence
Tuyan, e overview. directly to their
Seden; What are the learning language
Serindag, attitudes of • The current sample of
Ergun. Turkish students in Turkish
Journal of tertiary level tertiary EFL context
Language EFL students often felt anxious, and
and towards that female students
Linguistic learning were more anxious
Studies, English than the male student
v15 n2
p450-469
2019)
21
of paper learning instruments s
7 Paper To find out the • The relationship between .213 female studying Social Language Four instruments • The traits like the
role of personality and academic in third grade (year) Learning Strategies were used: Conscientiousness
Personality personality performance. of English major of Theory • Adapted Inventory trait, and the
traits as traits in the B. for Social English Openness to
predictors of prediction use A. degree, ranging Language Experiences trait best
the social of the Social age from 19 to 28 Learning predicted the overall
English English (Mean = 23.4, SD = Strategies use of Social
language Language 2) at Islamic Azad • A Background Strategies of the
learning. Learning University Branches Questionnaire students.
Strategies of three cities which • NEO-Five Factors • There is a significant
(Fazeli, (SELLSs) for named Abadan, Inventory relationship between
Seyed learners of Dezful, and Masjed- • Test of English as four traits of
Hossein. English as a Solyman, Iran a Foreign personality and use of
Internatio foreign Language the SELLSs, but
nal language. (TOEFL) personality traits
Journal of cannot be as a strong
behavioral predictor to predict use
social and of the SELLSs.
movement
sciences,
Vol.01
2012.)
22
of paper learning instruments s
8 Paper To examine • Social- psychological The participants were Socio-psychological The study uses • The students’
the factors context, classroom 29 undergraduate Theory multiple methods responses can be
Complex behind WTC context, cultural context, students from five within a qualitative categorized into four
Interaction in English for and social- individual English- speaking research approach. main contexts:
s of Thai EFL context. classes in two Data were collected Cultural Context,
Factors learners and universities in through interviews, Social and
Underlying arrive at a Bangkok, Thailand. stimulated recall, Psychological
Thai EFL more detailed and classroom Context, Classroom
learners’ explanation for observations. Context, and Social
Willingnes the reluctance Inferential statistics. and Individual
s to of Thai Context.
Communic students to use • The message for
ate in L2 in their teachers from this
English. classrooms. study is the need to
What do the create situations where
(Pattapong, students students can make
Kamlaitip. consider as the meaningful use of the
Journal of factors language without
Language influencing feeling inhibited or
Teaching their worried.
and willingness to
Learning in communicate
Thailand, in English in
v49 p105- their class?
136 Jan-
Jun 2015)
23
9 Paper To investigate • Influential factors in 360 English learners Socio-cultural Theory • Quantitative • There is a negative
the relationship learning English as a within the age range of Aspect of significant
A Study of between Iranian foreign or second 14 to 35 (216 females Identity relationship between
the learners’ language and their & 144 males) Questionnaire sociocultural identity
Relationship sociocultural relationship with was used to and EFL learning in
between identity and English learning check the level the Iranian context.
Iranian their EFL of learners’ • EFL learners’
Learners’ learning sociocultural sociocultural identity
Sociocultural Is there any identity applies influence
Identity and statistically • Oxford Quick directly to their
English as a significant Placement Test learning language
Foreign relationship was administered • Students’ identity
Language between to check the level plays an important
(EFL) Iranian of EFL learning role in learning a new
Learning learners’ proficiency. language learning
Proficiency. sociocultural with a new identity.
identity and
(Moham their level of
madi, EFL learning
Habib; proficiency?
Izadpana
h, Siros
Internatio
nal
Journal
of
Instructio
n, 2019)
24
10 Paper To contribute • Students’ foreign 146 students (93 Socio-affective Theory Horwitz’s Foreign • The most effective
to the language classroom females & 53 males) language classroom factors that cause
An literature with anxiety (FLCA) levels, the majority of the anxiety scale anxiety is speaking
investigatio the new and the possible English Language and Inferential statistics skill
n on the findings for relationship between Literature Department • The students’ anxiety
major the following anxiety and age. against performance. It
factors of research has relation with their
foreign questions: achievement scores
language Which factors
classroom of FLCAS
anxiety and play the major
the role on
relationship students’
between FLCA levels?
anxiety and Is there a
age. statistically
significant
(Bahadır relation
Tosun between the
2018) students’
FLCA levels
and their ages?
25
11 Paper This article • The English as a Foreign Influence of the • Socio- cultural theory. Investigate whether • Taiwanese students are
examines the Language (EFL) context Chinese culture on • Vygotsky’s socio- culture is an influenced by the
Teaching English as a in Taiwan. And what students in terms of important variable in
cultural theory. traditional Chinese
and Foreign measures have been their learning style and the EFL context in culture and
Learning Language taken by both learners attitude. Used the Taiwan based upon
English as Confucianism.
(EFL) context and practitioners to framework based on the conceptualization
a Foreign • Effects derived from
in Taiwan resolve the problems of Chinese culture to of ZPD, and what
Language based on conceptualize Chinese- measures have been Confucianism on
EFL teaching and
in Vygotsky’s learning in Taiwan. speaking learners’ taken by both Taiwanese EFL
Taiwan: A (1978) socio- affect that typifies learners and learners include:
Socio- cultural Chinese society. practitioners to students’ passive
cultural framework. resolve the problems learning mode, focus
Analysis of EFL teaching and on test preparation,
learning there. face-saving philosophy,
(Fan-Wei- and reticence.
Kung,
• To conclude, it is
2017)
undeniable to find that
culture is indeed an
indispensable element
that influences
education in many
ways, and the EFL
education in Taiwan is
no exception.
26
12 Paper Explore the • Frequency and 350 postgraduate Socio- economic theory The students were • The findings reflected
The probable percentage of the students, doing grouped in terms of that social factors
Relationshi interaction background information English courses at their socio- exert substantial
p between between for the postgraduate Islamic Azad economic status. influence on the
Socioecono Iranian participants, everything University of They answered a process of language
mic Status language distributed across five Neyshabur questionnaire in learning and language
and Beliefs students’ social and economic participated in the which they indicated teachers should be
about beliefs about groups. study. their beliefs about highly qualified to
Language language language learning in make professional
Learning: learning and different contexts of judgment about the
A Study of their socio- language use. actual language ability
Iranian economic of language learners to
Postgradua status. decrease error of
te EAP measurement.
Students
(Mohse
n
Ghasem
i Ariani,
2015)
27
13 Paper This study • The variables are not The siblings Socio- linguistic theory. Encourages • This research aimed at
investigated predetermined but participated in this conducting research investigating the
the various extracted from the study (15) are with minimal pre- sociolinguistic variation
Understan
ding the
linguistic, participants’ university existing among Arab siblings.
sociolingu
psychological, contributions and data in undergraduates, who conceptualizations, • Eight of the fifteen
and a grounded theory are educated in the predetermined participants attributed
istic
sociocultural research. UAE schools. ideas, or theoretical their deficiency in
variation
variables that sensitivity English to the
in EFL
explain the influencing it, so inefficiency of the
among
sociolinguistic that inductive education system that
Arab
variation in construction of did not facilitate
siblings
English as a abstract categories sufficient exposure to
Foreign can be applied to linguistic input.
(Ghazali,
2018)
Language discover the basic • Some of these siblings
(EFL) among social and common have equal
Arab siblings. processes in the opportunities for
data. improving their
The data were English; however, the
collected through analysis showed that
case study some affective
exploration of pairs variables influence the
and groupings of development of their
Arab siblings. proficiency levels.
28
14 Paper. Realize and • Inherent political and Mother Tongue Socio- political theory. Not mentioned. • Nigeria government
demonstrate cultural problems Teaching assigns new role to
Socio- that the affecting the teaching of The Teaching of the three major
politic- languages the recommended Indigenous indigenous languages
Pedagogic spoken in languages in the policy. Languages as Second in order to promote
al Nigeria, do not Languages in them.
Problems only play Nigeria. • As a result, it is
of significant The Teaching of viewed that there is the
Language roles in the English in Nigeria. need to revisit the
Teaching socio-political language policy once
in Nigeria life of the more with a view to
country, but reworking it, so that
(Omoniyi, also help in no the languages so
2012) small measure recommended may
to unify or gain national
integrate the acceptability, and for
country that is the country to benefit
so much from the multiplicity
diverse in all of languages and
spheres of life. cultures that the nation
is naturally endowed
with.
29
15 Paper Describe the • The independent A total of 80 EFL Socio- emotional By questions of the • Saudi EFL students
emotional variable it is the undergraduate theory. research answered are able to utilize
Emotional intelligence students’ level of students participated by conducting their emotions well in
Intelligen level of Saudi emotional intelligence, in the current study. quantitative order to make good
ce and Its EFL and the dependent Their ages ranged research. decisions; they could
Relations undergraduate variable it is the between 22 and 26 Numeral data was also manage their
hip to students, as student’s grades in the years. quantified to own emotions and
Academic well as to academic achievement describe the that of others
Performan examine the test. emotional • The highest their
ce among effect of intelligence level score reported in the
Saudi emotional of Saudi EFL achievement test, the
EFL intelligence on undergraduates. highest their level in
Undergra success in Researchers emotional
duates foreign designed several intelligence.
language instruments to • The results of the
(Saud, learning. measure emotional present study also
2019) intelligence based on revealed that being
some theoretical emotionally intelligent
conceptualizations. helps in excelling in
academic
achievement.
30
16 Paper To identify • The personal traits of the EFL students and EFL Socio-affective factor Bibliographic • Sources of
some of the teachers, such as teachers research effectiveness, such as
Factors factors and competence, experience, mastery experiences
Impacting variables that flexibility, hard work, vicarious
EFL may influence perseverance, motivation, experiences, social
Teachers’ the level of etc. The cultural, social persuasion, and
Self- self-efficacy of and academic physiological states,
efficacy: A EFL teachers background, the working can also influence
Theoretical teaching in environment of an teachers' self-
Perspective Saudi Arabian organization and the efficacy.
universities attitudes of the students. • Self-efficacy can also
(Nasir influence behaviour
Mehmood, through cognitive,
2019) motivational, affective
and selection processes.
• Transformational
leadership has a great
effect on the self-
efficacy of EFL
teachers. A
transformational
leader supports his
followers and
encourages and helps
them to achieve the
challenging goals they
have set for
themselves.
31
17 Paper To identify • Self-efficacy belief 70 Chinese foreign Socio-affective factor • Bibliographic • Foreign language
students' about learning language learners research proficiency and
A understanding difficulty and belief • Questionnaires learner factors such
Longitudin of belief so about learning as learner belief and
al Study of that teaching strategy learning strategy
Dynamic and learning
• The main factors
Changes in can be adapted
and to the EFL of contributing to
Contributin individual changes in the belief
g Factors students' in self- efficacy
of Learner differences include learning
Belief of strategy, effort,
Chinese foreign language
Foreign anxiety, motivation,
Language and mastery of a
Learners foreign language
(Xinmiao
Liu, 2018
32
18 Paper To investigate • Socio-political 364 Korean high Socio- political factors • Bibliographic • Studies of motivation
socio-political phenomena school students research and attitudes in
Motivation aspects of • Learning as Socio- • Questionnaires Foreign Language
and English as a Learning
attitudes
politically Mediated • English
Foreign Constructs The elements seem to
toward Proficiency Test
Language represent the
foreign (EFL), participants'
language learning perception that
learning as motivation and English is necessary
socio- attitudes for their success in
politically toward life.
mediated Americans and
constructs: English
The case of language
Korean learning
high school among Korean
students high school
students.
(Kim,
2006)
33
19 Paper To examine • To evidence the Students of English Inequality factor • Bibliographic • Inequality access to
the impact of teaching methods at from rural schools research education emerges,
Inequality inequality in private schools are • Qualitative in many countries,
of access education in more communicative method due to
to English learning and child-friendly Interviews mismanagement of
language English as a than those at public educational budgets
learning foreign schools. and can be reflected
in language. in a variety of
primary educational aspects
education
in
Vietnam:
A case
study
(Nguyen,
Chinh&
Linh, Le &
Quynh,
Tran &
Nguyen,
Ha, 2014).
34
20 Paper To identify • The different contexts Students who want to Sociocultural theory • Bibliographic • It was determined
how language that provide a greater learn the English that helps to the research that language
Socio- knowledge is language students to identify the
opportunity for • Surveys, teachers should be
cultural transferred and individual production, reason why this that is careful about how
interviews and
Factors in how practice and affects their learning and when they give
questionnaires.
Second communicatio meaningful use of the feedback to
Language n and language students, since
Learning interaction giving feedback
affect the means more than
(Ozfidan, language just correcting
Matchmes, learning them.
& Demir, process. To
1985 investigate
how
sociocultural
factors, affect
second
language
learning.
35

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UNIVERSIDAD NACIONAL DE LOJA

ÁREA DE LA EDUCACIÓN, EL ARTE Y LA COMUNICACIÓN

KNOWLEDGE INTEGRATING PROJECT

LEARNERS´ FAMILY - COMMUNITY CONTEXTS AND THEIR INFLUENCE IN

according to the ways of learning of each one.

artículos de investigación indexados de diferentes países en los que se aprende el inglés

cuestiones en la enseñanza y el aprendizaje del idioma. El análisis se hizo utilizando el

diseños de investigación y principales conclusiones para su posterior análisis e

extranjera está compuesta no sólo por el conocimiento de la lingüística aplicada y un alto

La cultura es un elemento indispensable que influye en el campo de la enseñanza del inglés

como lengua extranjera de muchas maneras, esto afecta al modo de aprendizaje, la

preparación de los exámenes, la filosofía salvadora y la reticencia. Es importante que los

acuerdo con las formas de aprendizaje de cada uno.

professionalization of L2 teachers in the complex social, political, economic, and cultural

settings where they learn and work” (Johnson, 2009, p.113).

and only later becomes reconstructed as an individual, psychological phenomenon.

performance in English language learning and competence.

It is necessary here to clarify exactly what is meant by In fact, educators especially

(White, Stackhouse, & Argo, 2018).

(Orsini-Jones, & Lee, 2018).

cultures. (Gudykunst & Kim, 2016)

As indicated by Sociocultural Theory, social interaction and cultural foundations assume

reflections which helped to contextualize the problem under study.

4. RESULTS AND DISCUSSION

synthesis of the objectives of the 20 research papers as presented in table 1.

Objectives Country Theme, author, year

Kung, F. W. (2017). Teaching and Learning

Anyanwu (2016). Socio-cultural influences on

Ozfidan, Matchmes, & Demir, (1985).

To evaluate the relationship Gayton, (2010). Socioeconomic Status and

Nguyen, Chinh & Linh, Le & Quynh, Tran &

Nasir Mehmood, (2019). Factors Impacting EFL

Bahadır Tosun, (2018). An investigation on the

Deb, (2018) Affective Factors in Second

Eraldemir Tuyan, Seden; Serindag, Ergun

objective seeks to examine the socio-psychological orientations of students as well as the

Ergun, 2019, Pattapong, Kamlatip, 2015).

Sociocultural factors as issues in English as a foreign language teaching and learning

Narrative of the findings.

cognitive, motivational, affective and selection processes. Sources of effectiveness, such as

achieve the challenging goals they have set for themselves.

counterparts whose parents value their education highly.

5. CONCLUSIONS AND RECOMMENDATIONS

performance and behavior, by means of cognitive, motivational, affective and selection

correlation between socioeconomic status and learning motivation.

according to the ways of learning of each one.

successful academic performance likewise achievement. Although, in cases of low self-

esteem, we recommend a helping hand by a professional of the subject, like a psychologist.

The teacher is not enough.

success instead of the failure.

Gayton, A. (2010). Socioeconomic status and language-learning motivation: To what extent

Pramita, G. A. P. (2012). The contribution of self-esteem and language learning strategies

Deb, J. (2018). Affective Factors in Second Language Writing: Is It a Matter of

Fazeli, S. H. (2012). Personality Traits as Predictors of the Social English Language

Tosun, B. (2018). An investigation on the major factors of foreign language classroom

Kung, F. W. (2017). Teaching and Learning English as a Foreign Language in Taiwan: A

Al Ghazali, F. (2018). Understanding the linguistic variation in English as a lingua franca

Anyanwu, E. C. (2016). Socio-cultural influences on effective English communication of

Saud, W. I. (2019). Emotional Intelligence and Its Relationship to Academic Performance

Mehmood, N. (2019). Factors Impacting EFL Teachers' Self-Efficacy: A Theoretical

Liu, X. (2018). A Longitudinal Study of Dynamic Changes in and Contributing Factors of

4. RESULTS AND DISCUSSION ............................................................................8