Difficulty factors for learning English as a foreign language
Keywords:
English learning, cognitive factors, motivational factors, language teachingAbstract
English plays a crucial role in globalization, education, and professional development; however, students in Ecuador still face multiple difficulties when learning it as a foreign language. This study aimed to identify the cognitive and motivational factors that hinder English learning among eight, ninth, and tenth-grade students at the Vicente Rocafuerte Educational Institution in Ecuador. A descriptive exploratory study was conducted using surveys, interviews, and classroom observations; the sample included 180 students and five English teachers. Findings revealed low motivation (15.4% stable interest), limited peer interaction in English (42.1% never speak it), and insufficient instructional resources, which negatively affect comprehension and participation. In conclusion, cognitive and motivational factors interact to hinder English learning, highlight the need for participatory strategies, increased oral practice, and improved teaching sources.
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