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) 2020.

AUTHORS

Juliana Nohemí Pardo Malacatus.

Marcia Patricia Sisalima Roa.
Luciana Nayely Jumbo Pardo.
Cristian Andrés Pacheco Tapia.

ADVISOR
Miriam Eucevia Troya Sánchez

LOJA – ECUADOR
2020
 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. After this investigation we conclude that socio-economic factor and the

cultural factor are two constant problematics in the EFL learners’ context that produce a notable

deficit in the academic and professional development of the students and EFL teachers respectively,

which it reflects in the results acquire and in the capacity that the student has to apply them in

everyday situations.

Key words: Social factors, English as a foreign language, EFL learners, socio-economic
status, inequalities in education, educational opportunity, age.

3
 RESUMEN
El propósito de esta investigación bibliográfica fue demostrar el impacto de los factores

sociales en el aprendizaje del inglés como una lengua extranjera. Las unidades analizadas fueron

20 artículos indexados de diferentes países donde el inglés es aprendido como un lenguaje

extranjero y el objeto principal del estudio fueron los factores sociales como problemas en el

aprendizaje y enseñanza del lenguaje. El análisis fue echo usando el método hermenéutico el cual

ayudó a los profesores en pre-servicio a entender e interpretar los problemas relacionados con los

factores sociales humanos y sus efectos en los estudiantes de inglés como lengua extranjera. Se

utilizó una matriz de bibliografía anotada como instrumento de recolección de datos que contenía

los temas, autores, años, países, objetivos, diseños de investigación y las conclusiones principales

para su posterior análisis e interpretación. Los datos revelaron que la formación de profesores de

inglés como una lengua extranjera está compuesta no solo por su conocimiento de las lingüísticas

aplicadas y un alto dominio del idioma inglés, sino también por la comprensión de la relación del

entorno social donde profesores y estudiantes viven, lo cual últimamente genera los contextos

locales de la vida real tanto para la enseñanza como para el aprendizaje. Luego de esta investigación

concluimos que el factor socioeconómico y el factor cultural son dos problemáticas constantes en

el contexto de los estudiantes de inglés como una lengua extranjera que produce un déficit notable

en el desarrollo académico y profesional de los estudiantes y los profesores del inglés como una

lengua extranjera respectivamente, lo que se refleja en los resultados adquiridos y en la capacidad

que tiene el estudiante para aplicarlos en situaciones de la vida cotidiana.

Palabas clave: Factores sociales, inglés como una lengua extranjera, estudiantes de inglés

como una lengua extranjera, estatus socioeconómico, desigualdades en la educación, oportunidades

educativas, edad.

4
 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
 THEORIES

Sociocultural theories in English language learning.

Previous studies have reported that the socio-cultural ambit it is one of the most influent

inside the English educational process as a second language. Exist two relevant variables within

this ambit: The learning about the foreign culture and how teachers and learners perceive and

instruct in many classroom settings focused on their own cultural context.

A key aspect of teaching English as a foreign language is that it goes beyond language

teaching, it is also important to take into account, know and understand the culture. Zhan (2016)

emphasizes that: “the most important is that one should know well the foreign culture, conventions,

the living style, history and culture background”. In order to assimilate the meaning of the language

and in consequence improve the communication and the intercultural relationships. Nevertheless,

studies of Behtash, (2017) and Ahmad, J. (2015) show that in some countries it has been imposed

social and political barriers that has repercussions in the education of the foreign language

regulations.

The cultural environment in which is developed the process of learning of English as a

foreign language plays a fundamental role inside of the academic achieves of the students. Recent

evidence showed by Duff, (2007) and Kung (2007) suggests that the tenet of socio-cultural theory

is established in mediated relationship from humas’ mental activity that subsequently affects their

behavior that is to say, that the society has influence in the learning style of the students. The

Vygotsky’s sociocultural theory cited by Kung (2007) holds that children learn through social

interaction with someone who is more skilled in the homework that they are trying to learn as

teachers, parents, tutors or even partners.

6
 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 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 teachers’ reflections which

helped to contextualize the problem under study.

RESULTS AND DISCUSSION

Numerous studies have attempted to explain the relationship between the social factors an

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.

Tabla 1.
Objectives of research paper.
OBJECTIVES
To identify the impact of socio-
economic conditions on at-risk
students. To do a qualitative
narrative enquiry which explored
the life stories to understand the
connections between social
factors related to students’
provenance and home
environment with their learning
of English as a foreign language.
COUNTRY THEME, AUTHOR, YEAR
Taiwan (Chen, 2011) Application of Gender
Difference and Topic Preference to
Taiwan.
Turkey Devrim Hol, A. Y. (2017). The Role
of Socio Economic Status on the EFL
Learners’ Attributions on Success and
Failure. International Journal of
Liberal Arts and Social Science , 29-
38.
Ecuador Morales, S. (2017). Relationship
between Social Context and Learning
of EFL . Canadian Center of Science
and Education , 87-91.
Africa (Seroto, 2019)At-risk students in
selected schools in Zimbabwe: An
ecological perspective.

7
To exam and to explain the
relationship between the
language, culture and religious in
Foreign Language Teaching and
traditional and socio-cultural
barriers to English language
learning.
To identify the affective factors
that affect students; the link
between social issues and
linguistic variables in Foreign
Language Anxiety of English
learners and how emotions can
affect EFL teaching and learning
process.
Arabic Saudi Ahmad, J. (2015). Traditional &
Socio-Cultural Barriers to EFL
Learning: A Case Study. Canadian
Center of Science and Education ,
191-208.
The Importance of Culture Factor in
China Foreign Language Teaching.
Changjuan Zhan; ( pp. 581-585,
March 2016)
Iran Behtash, E., 2017. Influence Of
Religious Identity On A Foreign
Language Learning: A Case Of
Iranian EFL Learners
Taiwan Kung, F.-W. (2017). Teaching and
Learning English as a Foreign
Language in Taiwan: A Socio-cultural
Analysis. The Electronic Journal for
English as a Second Language, 1-15.
Turkey Celik, S., 2019. Culturally Responsive
Education And The EFL Classroom.
China Zhu, B., & Zhou, Y. (2012). A Study
on Students’ Affective Factors in
Junior High School English
Teaching. ccsene, 33-40
Iran Saeed Mehrpour, M.V. (2012).
Globalization and EFL Learning
Motivation: A New Perspective on
Integrative vs. Instrumental
Motivation among Iranian Learners of
English . Open Journal of Modern
Linguistics , 43-50
Saudi Arabic Dewaele, J.-M., & Taghreed M. , A.-
S. (2015). Foreign Language
Classroom Anxiety of Arab learners
of English: The effect of personality
linguistic and sociobiographical
variables. Studies in Second
Language Learning and Teaching,
205-223
Iran (Pishghadam, Zabetipour, &
Aminzadeh, 2016, pág. 20)
Examining Emotions in English
Language Learning Classes: A Case
of EFL Emotions.
Saudi Arabic Zayed, J. and Al-Ghamdi, H., 2019.
The Relationships Among Affective
Factors In Learning EFL: A Study Of
The Saudi Setting
8
 Saudi Arabic Mehmood, N. (2019). Factors
Impacting EFL Teachers’ Self-
efficacy: A Theoritical Perspective.
Canadian Center of Science and
Education , 39-48.

Saudi Arabic Alhamami, M., 2020. Learners’

To explore the gap between the
language teaching policies and
the impact of english as a global
language on policies and practices
in all countries surveyed and the
consequence of age on studying
English at the elementary and
intermediate levels
Beliefs And Communities Around
Them: The Social Pressure To Learn
Language.
Turkey The Gap between Language Teaching
Policies and Classroom Practices in
the Turkish EFL Context: The Effects
on Teacher Motivation. Emre Başok
(Vol. 44, No. 2, 2020). The Ohio
State University, Columbus, Ohio,
USA.
Saudi Arabic Mutlaq, D. A. (2013 ). Age Factor and
Learning English as a Foreign
Language at the Elementary and
Intermediate Levels at Jarash
Province Schools in Jordan. Arab
World English Journal, 200-212.
Hong Kong NUNAN , D. (2014). The Impact of
English as a Global Language on
Educational Policies and Practices in
the Asia-Pacific Region. Teachers of
English to Speakers of Other
Languages, Inc. (TESOL) & JSTOR,
589-613.

The first objective was to identify the impact of socio-economic conditions on at-risk

students. To do a qualitative narrative enquiry which explored the life stories to understand the

connections between social factors related to students’ provenance and home environment with

their learning of English as a foreign language (Chen, 2011, Devrim Hol, A. Y., 2017, Morales,

S., 2017 & Seroto, 2019). The second objective was to exam and to explain the relationship between

the language, culture and religious in Foreign Language Teaching and traditional and socio-cultural

barriers to English language learning (Ahmad, J., 2015, Changjuan Zhan, 2016, Behtash, E., 2017,

Kung, F.-W., 2017, Celik, S., 2019). The third objective was to identify the affective factors that

9
affect students; the link between social issues and linguistic variables in Foreign Language Anxiety

of English learners and how emotions can affect EFL teaching and learning process. (Zhu, B., &

Zhou, Y., 2012, Saeed Mehrpour, M.V., 2012, Dewaele, J.-M., & Taghreed M. , A.-S. 2015,

Pishghadam, Zabetipour, & Aminzadeh, 2016, Zayed, J. & Al-Ghamdi, H., 2019, Mehmood, N.

2019, Alhamami, M., 2020, Emre Başok, 2020 ). The fourth objective was to explore the gap

between the language teaching policies and the impact of English as a global language on policies

and practices in all countries surveyed and the consequence of age on studying English at the

elementary and intermediate levels (Mutlaq, D. A., 2013, Nunan , D. 2014).

SOCIAL FACTORS AS ISSUES IN ENGLISH AS A FOREIGN LANGUAGE

TEACHING AND LEARNING.

Socio-cultural factor

Kung, F.-W. (2017) and Celik, S., 2019 Conclude that Cultural variables play an important

role into teaching-learning process, they appreciate how teachers and learners perceive and instruct

in many classroom settings. Likewise, they consider that culturally inclusive classrooms are

fundamental environments to appropriate English as a foreign language learning. On the one hand,

Changjuan Zhan (2016) argues that to learn a foreign language the EFL learners should know well

the foreign culture, conventions, the living style, history and culture background because it is a

necessary part in changing language knowledge into sociable ability. On the other hand, Ahmad, J.

(2015); Behtash, E., 2017 and Alhamami, M., 2020 maintain that religion and ideology are socio-

cultural barriers that prevent the students from knowing and learning about a culture with opposite

traditions to their own for this reason the EFL teachers are obligated to design effective syllabuses

language program, textbooks and teaching methods adequate to EFL learners socio-cultural

context.

10
 It’s interesting how the traditions, religion and customs, etc. It changes into barriers that

affect the learning as the teaching of a foreign language. The studies that were analyzed shows us

how the EFL is affected by the ideologies that exists in each culture. It’s important to highlight that

students sociocultural limited to the EFL learning don’t acquire the same efficiency level

comparing them with other countries.

Affective factor

Zayed, J. and Al-Ghamdi, H., (2019) hold that inside the teaching and learning process is

fundamental take in count the affective context of the teachers and students, considering that affect

in a big way the result of EFL learning. Mehmood, N. (2019) and Emre Başok (2020) consider that

the policies and the attitudes of the students are two crucial factors that affect the professional

development and produce a burnout in the EFL teachers, affecting the self-efficacy which also can

influence behavior through cognitive, motivational, affective and selection processes,

Consequently, this affect the students because the attitude of the teachers has direct influence in

the students. In the same way Zhu, B. and Zhou, Y. (2012), Dewaele, J.-M. and Taghreed M. , A.-

S. (2015) Pishghadam, Tuyan and Ergun (2019) Zabetipour and Aminzadeh, (2016) hold that in a

big percentage student who hold positive affect are more likely to become ones of comprehensive

quality and the participants who felt more proficient in oral English and used the language

frequently were significantly less likely to suffer from Foreign Language Classroom Anxiety in

English. In addition, Chen (2011) and Saeed Mehrpour, M.V. (2012) propose that the absence of

technology innovations in the classrooms effect on a large scale in the motivation and attitude of

the EFL learners.

We were surprised the measure in which the affective factor influence in the teaching and

learning of the EFL. In the students the bad affective conditions provoke demotivation, anxiety and
11
lack of self-confidence to learn a new idiom, moreover, the EFL teachers are affected inside the

class because exist factors that produces wear and tear in your professional development. This

negative impact in both educational actors affect directly at the level of learning you want to

achieve.

Socio-economic factor

Seroto, (2019) and Morales, S. (2017) Establish that the most influential factor in the

English learning as a foreign language is the socio-economic factor. Besides, they propose the

family as a cornerstone which influence the goals of the learners studying English as a foreign

language also they argue that poor socio-economic conditions experiences by families make a

major contribution to at-riskiness. Nevertheless, Devrim Hol, A. Y. (2017), shows in his study that

participants having bad socioeconomic status have more internal attributions to success than

participants with good socio-economic status.

After analyzing all the information that we could recollect, it's incredible how the

inequalities in society have a directly proportional relationship to the level of achievement and

learning of the EFL learners, that is, if the student belongs to a higher society level, he/she will

have access to best and more opportunities of learning. Moreover, it’s important to stand out that

the difference between social classes could cause discrimination and teasing inside the classroom

which could cause demotivation and less auto-confidence in the students.

Age factor

Mutlaq, D. A. (2013) In his investigation propose that the teaching of English as a foreign

language should start at an early age so that in that way can be complete, easier and faster. This is

one of the most important factors that improve the skill of various English language learners.

12
 However, Nunan, D. (2014) set up the existence of significant problems in the EFL

teaching, that live inside of the education systems of some countries. These problems include

confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial

instruction, inequity regarding access to effective language instruction, inadequately trained and

skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality.

With reference to this factor we could appreciate that is primordial to incentive the learning

of EFL in an early age, as in the results of this studies it is possible to evidence a better academic

performance.

CONCLUSIONS AND RECOMMENDATIONS.

As a result, the learning English level as a foreign language it’s been influence in a big

percentage by the economic situation, social and cultural what surrounds each country. After the

analysis of the study cases it can be show a directly proportional relationship between the socio-

economic factor and the cultural factor because they are two constant problematics in the EFL

learners context that produce a notable deficit in the academic and professional development of the

students and EFL teachers respectively, which it reflects in the results acquire and in the capacity

that the student has to apply them in everyday situations.

The factors before mentioned are the promotors of the professional wear, demotivation,

anxiety, low self-esteem and suspicion in the EFL classroom, giving origin to the analysis of a new

factor: Affective factor. It’s primordial to take in count the causes and consequences of the affective

ambit that surrounds students and teachers, as this type of insecurities would harm seriously the

appropriate development of the learning-teaching English process as a foreign language

13
 Besides, the educative reforms established for the ministry of education in each country,

can also affect the learning of a new idiom, is for this that, in various nations has been evidenced

that the English teaching in lower grades is only optional, what causes that a big part of the students

doesn’t have a close approach at an early age at EFL. What provoke that in higher degrees exist a

big variety of knowledge of the idioms levels (CEFR) in a EFL classroom.

 The educative curriculum of the learning-teaching of English as a foreign language must

respect and adapt to the beliefs and limitations that has every culture in our country. In order

that EFL learners feel comfortable with the learning of a new idiom knowing that their

ideologies have been respected.

 Teachers make an important paper in the problematic related to socio-economic status,

because they are responsible to identify this learning inequalities in the classroom, for adapt

his/her English teaching methods as a foreign language to the ability of each one of the EFL

learners, and in this way reduce the learning breach that exist in the EFL classroom.

 The Pre-service teachers should be professionally prepared for recognize the affective

context of the EFL learners and solve difficulties of emotional character of each EFL

learner. In the same way the in-service teachers must receive constant capacitation that

allow them to develop humanistic knowledge focus on the emotional welfare of both

educative actors: EFL learners and EFL teachers.

 It’s recommendable that the English teaching as a foreign language it be impart from an

early age in, beginning from the 5 years old, in order to take advantage of the better

assimilation of knowledge that a kid has due to the age mentioned.

14
 REFERENCES

Ahmad, J. (2015). Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study. Canadian Center of
Science and Education , 191-2008.

Alhamami, M. (2020). Learners’ Beliefs and Communities Around Them: The Social Pressure to Learn
Language.

Başok, E. (February de 2020). The Gap between Language Teaching Policies and Classroom Practices in
the Turkish EFL Context: The Effects on Teacher Motivation. págs. 1-14.

Celik. (2019). Culturally Responsive Education And The EFL Classroom.

Devrim Hol, A. Y. (2017). The Role of Socio Economic Status on the EFL Learners’ Attributions on Success
and Failure. International Journal of Liberal Arts and Social Science , 29-38.

Dewaele, J.-M., & Taghreed M. , A.-S. (2015). Foreign Language Classroom Anxiety of Arab learners of
English: The effect of personality linguistic and sociobiographical variables. Studies in Second
Language Learning and Teaching, 205-223.

Inbar-Lourie, O. &.-S. (2009, July 23). Assesment in Education: Principles, Policy & Practice. Exploring
classroom assessment practices: the case of teachers of English as a foreign language, pp. 1-204.

Kung, F.-W. (2017). Teaching and Learning English as a Foreign Language in Taiwan: A Socio-cultural
Analysis. The Electronic Journal for English as a Second Language, 1-15.

Mehmood, N. (8 de March de 2019). Factors Impacting EFL Teachers’ Self-efficacy: A Theoritical, pág. 10.

Mehmood, N. (2019). Factors Impacting EFL Teachers’ Self-efficacy: A Theoritical Perspective. Canadian
Center of Science and Education , 39-48.

Mutlaq, D. A. (2013 ). Age Factor and Learning English as a Foreign Language at the Elementary and
Intermediate Levels at Jarash Province Schools in Jordan. Arab World English Journal, 200-212.

NUNAN , D. (2014). The Impact of English as a Global Language on Educational Policies and Practices in
the Asia-Pacific Region. Teachers of English to Speakers of Other Languages, Inc. (TESOL) &
JSTOR, 589-613.

Riasati, M. J. (2013 ). Teachers’ Perceptions of Using Technology in Teaching EFL . International Journal of
Applied Linguistics & English Literature, 14-21.

Saeed Mehrpour, M. V. (2012). Globalization and EFL Learning Motivation: A New Perspective on
Integrative vs. Instrumental Motivation among Iranian Learners of English . Open Journal of
Modern Linguistics , 43-50.

Shabani, M. B. (2013). The Effect of Background Knowledge on Speaking . International SAMANM Journal
of Marketing and Management, 25-33.

Tuyan, S. E., & Ergun, S. (2019). Revisiting the socio-educational model of second language acquisition in.

Zayed, J., & Huda, A.-G. (2019). The Relationships Among Affective Factors in Learning EFL: A Study of the
Saudi Setting.

15
Zhan, C. (2016). The Importance of Culture Factor in Foreign Language Teaching. Theory and Practice in
Language Studies, 581-585.

Zhu, B., & Zhou, Y. (2012). A Study on Students’ Affective Factors in Junior High School English Teaching.
ccsene, 33-40.

16
INDEX

THEME ............................................................................................................................................. 2

ABSTRACT ........................................................................................................................................ 3

INTRODUCTION ............................................................................................................................... 5

THEORIES ......................................................................................................................................... 6

RESULTS AND DISCUSSION .............................................................................................................. 7

SOCIAL FACTORS AS ISSUES IN ENGLISH AS A FOREIGN LANGUAGE TEACHING AND LEARNING. . 10

Socio-cultural factor .................................................................................................................. 10

Affective factor .......................................................................................................................... 11

Socio-economic factor ............................................................................................................... 12

Age factor .................................................................................................................................. 12

CONCLUSIONS AND RECOMMENDATIONS. ................................................................................... 13

REFERENCES .................................................................................................................................. 15

ANNEX ........................................................................................................................................... 18

17
 ANNEX

ANNOTED BIBLIOGRAPHY MATRIX

# Theme, author, Objectives & Variables under Research Theories about Research desing/ SUMMARY/ OUTLINE
year, type of paper. research questions. study. participants/ the value of the methodology and data the main findings/
units of analysis. social context collection instruments. conclusions/ gaps.
and its role in
language
learning
1 Zhu, B., & Zhou, Y. What negative affect Affective factor. Inquiry into The sociology of Bibliographic research The importance of affect
(2012). A Study on do junior high school Motivation affective factor Language and the core position of
Students’ Affective students have? How English teaching affecting the teaching and learners
Factors in Junior can teachers apply and learning. teaching of EFL learning. The most ideal affect
High School English humanistic EFL classrooms by examining the Sociocultural condition is that learners
Teaching. ccsene, 33- approaches to situation in other theory have high motivation and
40. English teaching to countries. strong self-confidence,
Paper help students form with which they can do
positive affect? In better in second language
order to address the acquisition.
above questions, we Students who hold
conducted a study to positive affect are more
analyze the affective likely to become ones of
factors that students comprehensive quality.
in junior high school
have.
2 Kung, F.-W. (2017). To exam the English Socio-cultural Theoretical Socio-cultural Bibliographic research This article delineates
Teaching and as a Foreign Activity theory references to theory some issues in relation to
Learning English as a Language (EFL) Culture explore whether culture faced by the
Foreign Language in context in Taiwan EFL culture is an English as a Foreign
Taiwan: A Socio- based on Vygotsky’s important Language (EFL) learners
cultural Analysis. (1978) socio-cultural variable, and what in Taiwan. Cultural
The Electronic framework measures have variables in a specific

18
 Journal for English been taken by learning context are
as a Second both learners and essential for language
Language, 1-15. practitioners to teaching and learning
resolve the since they conceptualize
problems of EFL how teachers and learners
teaching and perceive and instruct in
learning many classroom settings
3 Mehmood, N. To know in what EFL context. Theoretical Self-efficacy Bibliographic research. High level of self-efficacy
(2019). Factors ways teacher self- EFL teacher orientations and theory. will enable EFL teachers
Impacting EFL efficacy can affect Self-efficacy factors that affect to persevere in
Teachers’ Self- the performance of Theory the education and circumstances where they
efficacy: A EFL teachers. Teacher learning the teaching and have to deal with
Theoritical To determine some Development learning process unmotivated and
Perspective. influential factors Learners’ of English as a disinterested learners.
Canadian Center of and variables that achievements foreign language. Self-efficacy can also
Science and can possibly affect Motivation influence behavior
Education , 39-48. teacher self-efficacy through cognitive,
in negative or motivational, affective and
positive way. selection processes
4 NUNAN , D. (2014). Examining how the Policies Theoretical The sociology of Bibliographic research reveals significant
The Impact of English language Teasol orientations and Language problems, including
English as a Global influences education Teaching learning factors that affect teaching and confusion and
Language on policy in countries the education and learning. inconsistency, at the level
Educational Policies that teach it as a the teaching and Sociocultural of policy, particularly
and Practices in the foreign language learning process theory regarding the issue of age
Asia-Pacific Region. To indicate that the of English as a of initial instruction,
Teachers of English emergence of foreign language inequity regarding access
to Speakers of Other English as a global to effective language
Languages, Inc. language is having instruction, inadequately
(TESOL) & JSTOR, considerable impact trained and skilled
589-613. on policies and teachers, and a disjunction
practices in all between curriculum
countries surveyed rhetoric and pedagogical
reality

In view of the central role

that ELT is playing in
educational decision
making in these, and
presumably other,

19
 countries, the TESOL
profession also needs to
increase knowledge about
the actual uses of English
and its effects
5 Dewaele, J.-M., & To study focuses on Foreign Language Theoretical The sociology of Bibliographic research As foreign language users
Taghreed M. , A.-S. the link between Classroom Anxiety orientations and Language gain mastery in the
(2015). Foreign psychological, factors that affect teaching and Foreign Language, they
Language Classroom sociobiographical the education and learning. are likely to seek more
Anxiety of Arab and linguistic the teaching and Sociocultural opportunities to use the
learners of English: variables and learning process theory FL which will further
The effect of Foreign Language of English as a boost their proficiency in
personality linguistic Classroom Anxiety foreign language. the FL
and of Arabic learners of Participants who felt more
sociobiographical English. proficient in oral English
variables. Studies in and used the language
Second Language frequently were
Learning and significantly less likely to
Teaching, 205-223. suffer from Foreign
Language Classroom
Anxiety in English
# THEME, OBJECTIVES & VARIABLES RESEARCH THEORIES RESEARCH DESING SUMMARY/OUTLINE
AUTHOR, YEAR, RESEARCH UNDER STUDY PARTICIPANT ABOUT THE ETHODOLOGY AND THE MAIN FINDINGS/
TYPE OF PAPER QUESTIONS S/ UNITS OF VALUE OF DATA COLLECTION CONCLUSIONS/
ANALYSIS THE SOCIAL INSTRUMENTS GAPS.
CONTEXT AND
ITS ROLE IN
LANGUAGE
LEARNING
1 Paper To explain the The culture. Students. Culture factor. An analysis of what was The relationship between
relationship between observed. the language and culture is
Zhan, C. (March de the language and The social explained in certain ways.
2016). The culture In Foreign linguistics. In English teaching, the
Importance of Language Teaching. importance of culture
Culture Factor in Foreign language permeating is put forward,
Foreign Language teaching. and in another way how
Teaching. págs. 581- this method is carried out.
585. As a result, second
language learning is a
process for the students to

20
 realize the certain national
social culture system by
large sum of listening,
speaking, reading and
writing to receive, produce
and pass the language
symbol.
2 < Paper º To observe the º The emotions in < English < Affective º The data collection. < Accordingly, this study
< (Pishghadam, emotions in English English as foreign students. factor. investigates whether
Zabetipour, & as a foreign language learning. º The observation language skills play any
Aminzadeh, 2016, Language (EFL) in method. role in engendering
pág. 20) University of º Findings indicated emotions in EFL learners,
Examining Emotions Mashhad, Iran that EFL learner’s º Surveys and or in other words, how
in English Language experience. questionnaires. language skills affect EFL
Learning Classes: A º The emotional side learners' emotions. To this
Case of EFL of human behavior. end, 20 students were
Emotions. interviewed to elicit their
views about the emotions
they experienced in EFL
classes, as a basis for
constructing the EFL
Skills Emotions
Questionnaire containing
20 items.

< Finally the results were

discussed and some
suggestions were made for
future research.
3 Paper To investigate the The irregular school Students Socio-economic Semi-structured This study investigates the
impact of socio- attendance, high theory. interviews with impact of socio-economic
(Seroto, 2019) economic conditions dropout rates, poor participants conditions on at-risk
At-risk students in on at-risk students. grade retention or students in 2 selected
selected schools in sustained Chitungwiza secondary
Zimbabwe: An To do a qualitative diminished schools in Zimbabwe.
ecological narrative enquiry on academic
perspective. the impact of socio- achievement. The findings confirm the
Africa economic factors on notion that poor socio-
at-risk students economic conditions

21
 explored the life experienced by families in
stories. Zimbabwe make a major
contribution to at-riskness
in secondary schools

4 Paper To explore whether English Language Three native Affective factor. Semi-structured online This qualitative study
EFL teachers Teaching (ELT) Turkish EFL interviews. explores Turkish English
Başok, E. (February teaching at primary policies, ELT teachers. as Foreign Language
de 2020). The Gap and secondary levels curriculum, (EFL) teachers’
between Language observed a gap assessment perspectives regarding
Teaching Policies between the practices, and current (ELT) policies.
and Classroom language teaching teacher motivation The findings of this study
Practices in the policies and actual in the Turkish are not generalizable, the
Turkish EFL classroom EFL setting. findings of this study are
Context: The Effects implementation of transferrable to other
on Teacher these policies in the educational contexts and
Motivation. págs. 1- Turkish EFL understanding of the
14. context. policy and practice gap
phenomenon in different
EFL and English as a
Second Language (ESL)
contexts.
5 Paper To apply the analysis Gender role Male and female Affective theory. Different types of Many EFL students in
of gender difference stereotypes. students in EFL surveys. junior and senior high
(Chen, 2011) and topic preference classes. schools in Taiwan are
Application of to enhance and The preferences tired of textbook English
Gender Difference motivate online EFL shown by both male used in class for endless
and Topic Preference learning. and female Aural exams and some of them
to Training students’. are under stress and have
Taiwan. To explain why most negative attitude in
of the EFL students English learning. Online
are highly motivated EFL resources offer them
to learn English by an opportunity to learn
watching the movies. intrinsically with pleasure
and eventually would
motivate them to have
life-long autonomous
learning.

22
Theme, author, Objectives & Variables under Research theories about Research SUMMARY/ OUTLINE
year, type of paper Research questions study participants/ the value of the design/methodology the main
units of analysis social context and data collection findings/conclusions/gap
and its role in instruments s
language
learning
Paper 1 Identify and Influence of socio- Students from socio-economic the research was done Learners’ socioeconomic
Morales, S. (2017). understand the economic status on different theory throughout an environment tends to
Relationship between connections between L2 learning in the social status and interpretative inside in their L2 learning.
Social Context and social factors related context of EFL provenance. qualitative study The parents who
Learning of EFL . to students’ Identify the Students were finished primary and
Canadian Center of provenance and Effect of Parent's influence interviewed with their tertiary education do not
Science and home environment Education Levels on of socioeconomic video partners; the seem to be interested in
Education , 87-91. with their learning of Student's Learning status and their interview was done with their sons’ and daughters’
L2 of English parents’ incidence open questions in the level of proficiency in
in their L2 form of an informal English.
learning. conversation in Spanish. Socioeconomic status
The participants of learner’s have affected
were their learning of a second
18 beginners’ language.
students, 16
women and 2
men, of the
Universidad
Técnica de
Babahoyo and all
of them are
classmates.

Paper 2 Identify several Traditional and Socio-cultural Apply surveys. Traditional and socio
Ahmad, J. (2015). traditional and socio- Socio-Cultural Men students, theory cultural contexts have a
Traditional & Socio- cultural barriers to Barriers to English parents, The methodology is huge impact on learners'
Cultural Barriers to English language Language Learning journalists and primary data (surveys) attitude for learning
EFL Learning: A learning in Saudi learners have teachers from and secondary data English worldwide.
Case Study. Arabia pure traditional public schools, (articles).
Canadian Center of thinking colleges and Qualitative methods Increase the motivation
Science and Social universities in were used to collect the of Saudi Arabian EFL
Education , 191-208. interaction Saudi Arabia primary data students

Socio-cultural values set

23
 priorities and shape the
attitude of the society.
Lack of parents’ habit to
assist learners’ home
assignments

The environment for

learning English from
homes to schools would
be far more conducive if
traditional and Socio-
cultural values nurture
favorable attitude towards
learning English.
Paper 3 To investigate the Globalization In this research Scientific This study employed a The technological,
effects of perspective on participated 238 research Quasi-experimental sociological and scientific
Saeed Mehrpour, technological Iranian EFL learners of design. aspects created or
M.V. (2012). variables such as the learners’ motivation English (107 intensified through the
Globalization and Internet and satellite to learn the global females and 131 process of globalization
EFL Learning television programs, language, English. males) were influenced Iranian EFL
Motivation: A New and social issues like Has selected from four learners’ motivation to
Perspective on migration and globalization and its language learn English and that the
Integrative vs. willingness for technological and teaching institutes participants were mainly
Instrumental education at social aspects in Shiraz, Iran. instrumentally motivated.
Motivation among universities abroad affected Iranian EFL Language learning
Iranian Learners of on motivation for learners’ type of motivation have been
English . Open learning English as a motivation toward affected by the increasing
Journal of Modern foreign language learning English? connectedness of today’s
Linguistics , 43-50. among Iranian world due to globalization
learners. and its technological
advances.
The technological,
sociological and scientific
aspects created through
the
process of globalization
have affected Iranian EFL
learners’

24
 Paper 4 To investigate EFL What is the role of The Bibliographic A questionnaire While the participants
Devrim Hol, A. learners’ attributions socio-economic participants in this research developed by the having bad socio-
Y. (2017). The on success and background on the quantitative researcher. economical status have
Role of Socio failure with respect attributions of survey consisted more internal attributions
Economic to the socio- success and failure of 204 EFL to success.
Status on the economic status of of Turkish EFL learners. The participants with
EFL the participants. Learners? good socio-economic
Learners’ Students status have less internal
Attributions on ranged from 17 to attributions.
Success and 23 years old. SES has an overall
Failure. effect on the attributions
International of students in learning a
Journal of foreign language.
Liberal Families with high
Arts and Social socioeconomic status may
Science , 29-38. influence the goals of the
learners studying English
as a foreign language
Paper 5 Investigate the The age factor and This study Bibliographic The study included tests English as a foreign
consequence of age learning English as included 100 research. for the students and the language learning is faster,
Mutlaq, D. A. (2013 on studying English a foreign language students from questionnaires for the complete, and easier when
). Age Factor and at the in Jarash province English teachers. it is began at an earlier age
Learning English as a elementary and Jordan. schools, pursuing Statistical analyses than at the later ages in
Foreign Language at intermediate levels English as a one’s life.
the Elementary and at Jarash province foreign language English learning at an
Intermediate Levels schools in Jordan. (EFL), and 50 earlier
at Jarash Province English teachers. age is one of the most
Schools in Jordan. important factors that
Arab World English improve the skills of
Journal, 200-212. various English language
learners.

# Theme, author, Objectives & Variables under Research Theories about Research design/ SUMMARY/ OUTLINE
year, type of paper. research questions. study. participants/ the value of the methodology and data the main findings/
units of analysis. social context collection instruments. conclusions/ gaps.
and its role in
language
learning
To investigate any The Participants of
possible effect of this study were 33 Bibliographic research

25
 religious identity on male students Influence of
-Two main The results obtained from
1 language learning in studying English as instruments were religious identity the current research
Iran, the current a foreign language used in this study. of Iranian learners showed that more
research is an in a language by surveys.
The first religious language
attempt to shed light learning institute in instrument was a learners are less liable to
on the relationship Qom, Iran. They measure of learn those aspects of
between religious were adult learners religious identity foreign language culture
identity and learning enrolled in the developed by which are in sharp
(Behtash, 2017) cultural aspects of highest level of Khodayarifard contrast with those
Influence Of English as a foreign Interchange book (2003) at Tehran introduced by Islam such
Religious Identity On language among series
University as friendship, marriage,
A Foreign Language Iranian advanced dating, ideology and etc.
Learning: A Case Of language learners
Iranian EFL Learners
Since participants of the
study were in highest
-The second
levels of a foreign
instrument used in
language learning course,
this study was a
the finding of the research
culture learning
showed that the religious
test developed by
identity formed in Iranian
the researchers
language learners is an
based on Ward
essentialist one which
and Deuba’s
according to Virkkula and
(1999) culture
Nikula (2010) is
learning scale.
something that is linked to
The test involved
a person’s self and
all components of
therefore this kind of
the adopted scale
identity is singular and
and brought forth
stable.
a score between 0
and 100 in ratio
scale.

To analyze and This study took The data for the Analyze various The participants of this
determine the place at a present study socio- study had a moderate level
2 (Tuyan & Ergun, various socio- preparatory school were collected psychological Bibliographic research of positive attitudes
2019) Revisiting the psychological of foreign languages using AMTB orientations of toward English-speaking
socio-educational orientations of in a Turkish state (Gardner, 2004). undergraduate people despite their
model of second undergraduate university in 2015- Before the study students using relatively high level of

26
 language acquisition students in learning 2016 academic year. began the 103 instruments like integrative orientation to
in Turkish tertiary English as a Foreign The participants item-English tests, surveys and study English and interest
EFL context. Journal Language (EFL) to were 793 version of AMTB polls. in foreign languages.
of Language and have a preparatory school scale was -Indicated a disagreement
Linguistic Studies, comprehensive students whose ages translated into which could be a barrier in
15(2), 450-469 overview. vary between 18-21. Turkish by the their EFL studies. It is
376 (50,6 %) of the researcher and recommended that
participants were two expert students should be
male, 242 (32,6 %) colleagues in ELT encouraged to take part in
were female and and back- exchange programs, like
125 (17,2 %) didn’t translated into ERASMUS in higher
mention their gender English by other education to have the
two experts in the opportunity to share with
field of English-speaking students.
translation. Students can also be
assigned different personal
and group projects to
investigate the cultural
and traditional
characteristics of English-
speaking people to
practice different language
skills as well as to help
them improve their
positive attitudes toward
the English-speaking
people

To investigate the
(Alhamami, 2020) effects of language The students of the
3 Learners’ Beliefs learners’ subjective program are native This used The results of this study
And Communities norm (SN) beliefs on Arabic speakers The first section theoretical Bibliographic research indicate that important
Around Them: The learning English as a aged 19 to 25 years, sought references and individuals influence
Social Pressure To foreign language and they are all male biographical also uses language learners’
Learn Language. (EFL) because public information. The questionnaires decisions to attend FLL
education in Saudi second section take by the and OLL classes.
Arabia is sex presented close- participants to
segregated at all ended questions investigate the Comparing the results of
levels. The about students’ effects of the FLL and OLL groups
instructors are beliefs. language learners’ shows that language

27
 coming from subjective norm learners are more eager to
different countries, (SN) beliefs on attend FLL classes than
and therefore the learning English engage in OLL classes
students and the as a foreign because of the influence of
teachers do not language (EFL) the important group of
share the same people in the context of
cultural background this study.

Language educators and

teachers should study,
analyze, and understand
the beliefs of people who
are important to language
learners to design
effective syllabuses,
language programs,
textbooks, and teaching
methods.
To specify the The participants of A closed-ended Using Bibliographic research It is possible to replace
4 relationships among this study were 73 questionnaire was questionnaires to negative factors with
four affective factors English majors from designed to gather find positive ones. Motivation,
(Zayed & Huda, (i.e., motivation, two Saudi in-depth relantionships for example, must be
2019) attitudes, self- institutions: information about among effective raised in order to obtain
The Relationships confidence, and Administration and the participants’ factors in learning good results in EFL.
Among Affective anxiety) involved in Humanities College, affective factors EFL.
Factors In Learning learning English as a Mustaqbal involved in As changing attitudes is a
EFL: A Study Of The Foreign Language University and learning EFL. time-consuming process,
Saudi Setting.. (EFL). Jubail University it is better to raise
College, KSA (16 teachers’ awareness to
males and 26 help their students form
females from the positive attitudes towards
former and 31 learning EFL as early in
females from the life as possible
latter)
Learners’ self-confidence
will increase when they
perceive themselves
becoming more proficient,
and therefore able to
compete

28
5 Celik, S., The definition of Culturally Clearly states how The case of Bibliographic research In the culturally inclusive
2019. Culturally culturally responsive Responsive a teacher should multiculturalism classroom, differences are
Responsive education and its Education and Our respond when and how the regarded as enriching;
Education And The features; encourage Responsibility as she/he has a teacher has to diverse viewpoints are
EFL Classroom. teachers to reflect on English Language multicultural adapt his teaching seen as contributing to
their own cultural Teachers classroom and learning; and students’
awareness; and offer how he/she has to background knowledge
strategies for Implementing a adapt the teaching and prior experiences are
creating a teaching Culturally Inclusive method brought into the
environment that is Classroom instructional process.
safe, supportive and
empowering for Students should
learners from a wide understand that they must
range of ethnic and be civil and show respect
linguistic and understanding for all
backgrounds. classmates; and that
exclusion or bullying of
any student based on
differences in culture,
learning ability, or any
other personal feature will
not be tolerated.

During instruction, as
appropriate, make sure
that students are invited to
express differing
viewpoints. Treat each
idea with respect, so that
all students feel that their
perspectives are valid,
even if they are outside
the “norm.
5 Celik, S., The definition of Culturally Clearly states how The case of Bibliographic research In the culturally inclusive
2019. Culturally culturally responsive Responsive a teacher should multiculturalism classroom, differences are
Responsive education and its Education and Our respond when and how the regarded as enriching;
features; encourage she/he has a diverse viewpoints are

29
Education And The teachers to reflect on Responsibility as multicultural teacher has to seen as contributing to
EFL Classroom. their own cultural English Language classroom and adapt his teaching learning; and students’
awareness; and offer Teachers how he/she has to background knowledge
strategies for adapt the teaching and prior experiences are
creating a teaching Implementing a method brought into the
environment that is Culturally Inclusive instructional process.
safe, supportive and Classroom
empowering for Students should
learners from a wide understand that they must
range of ethnic and be civil and show respect
linguistic and understanding for all
backgrounds. classmates; and that
exclusion or bullying of
any student based on
differences in culture,
learning ability, or any
other personal feature will
not be tolerated.

During instruction, as
appropriate, make sure
that students are invited to
express differing
viewpoints. Treat each
idea with respect, so that
all students feel that their
perspectives are valid,
even if they are outside
the “norm.

30