FACULTY OF EDUCATION
PEDAGOGY FOR NATIONAL AND FOREIGN
LANGUAGES ONLINE
TOPIC:
FACTS TO CONSIDER ABOUT HUMAN LEARNING WHEN ACQUIRING
A LANGUAGE
GROUP 16:
● CRISTIAN PAUL COLLAGUAZO DEFAZ.
● NAYELI JOHANNA DELGADO BAJAÑA.
● ADRIANA MARIBEL MURILLO VELEZ.
● SILVIA NATALY PRADO ROBLEZ.
● YESENIA NATALI YÁNEZ CARDENAS.
● WENDY ELIZABETH ZEAS SANTANA.
COURSE:
6th LEVEL C3
PROFESSOR:
Msc. INGRID ALINA URGILES ARMENDARIZ
SUBMISSION DATE:
WEDNESDAY, 7th MAY
INTAKE:
April-July 2025
MILAGRO-ECUADOR
FACTS TO CONSIDER ABOUT LEARNING WHEN ACQUIRING
A SECOND LANGUAGE
The learning of English as a second language depends on a complex interaction of both
internal and external factors that shape students’ performance in the academic field. Several
studies and research indicate that both students and teachers recognize that certain elements of
the educational environment, the curriculum, and the individual characteristics of students play
an important role in language acquisition
Among the positive external factors, the importance of the classroom learning
environment stands out. Classes that encourage interaction, cooperative work, and the use of
varied resources allow students to feel more engaged with the learning process. This
environment supports the development of language skills as well as students' intrinsic
motivation. In addition, the institutional curriculum has a significant influence. When language
classes are scheduled more frequently each week and are well distributed within the school
timetable, students achieve a better understanding of the language by having more
opportunities for exposure and practice.
On the other hand, teacher’s professional preparation is also a key factor. The teacher’s
academic and pedagogical training, as well as their ability to understand students’ emotions
and needs, directly impacts the quality of the teaching-learning process. The local community
also becomes a driver of learning, as students who receive support outside the classroom, do
homework at home, and have access to supplementary resources such as music, movies, or
extracurricular activities, tend to develop greater communicative competence.
However, there are also negative factors that can hinder learning. One of them is the
lack of motivation, often related to a perception that English is useless in everyday life. When
students do not see a real-life application for the language, their interest significantly decreases.
Moreover, an unstimulating classroom environment, where repetitive methods prevail and
active participation is lacking, tends to discourage learning. Curriculum updates are another
important point: when content is not aligned with the current needs of a globalized world, it
can lead to disconnection and apathy toward the learning process. Likewise, insufficient
teacher preparation whether in terms of language proficiency or didactic methodologies
negatively affects the formative process. Finally, poorly designed educational policies or those
implemented without adequate resources can result in ineffective assessments and an approach
focused solely on outcomes, without addressing students’ real needs.
Learning English does not depend solely on the individual effort of the student, but also
on the institutional, pedagogical, and social conditions surrounding them. It is important to
foster a positive environment, adapt curricular content to the student’s reality, invest in
continuous teacher training, and establish educational policies that are consistent with the
context in order to improve language development in the classroom.
FACTS TO CONSIDER ABOUT
LEARNING WHEN AQUIRING
A LANGUAGE
REFERENCES:
Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits:
Human Needs and the Self-Determination of Behavior. Psychological
Inquiry, 11(4), 227-268.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language
Classroom Anxiety. The Modern Language Journal, 70(2), 125-132.
Long, M. H. (1983). Native speaker/non-native speaker conversation and the
negotiation of comprehensible input. Applied Linguistics, 4(2), 126-141.
Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in
the Crossfire. Multilingual Matters.
Bastidas-A, J. A., & Muñoz-Ibarra, G. (2020). Factores que influyen en el
aprendizaje del inglés de los bachilleres de Pasto, Colombia.
https://www.redalyc.org/journal/3459/345970184011/html/
