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

• Carmen Esperanza Sarmiento Granda

• Andrea Carolina Piedra Gonzalez
• Tatiana Melissa Gordillo Silva
• Estheisy Gabriela Tene Tene

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)

2020

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.

As a result of the research presented, it is possible to conclude that the social factors in

learning English as a foreign language have left an impact on students, resulting in the rural

sectors being the most affected, due to the lack of materials and instruments necessary for

learning, it was also observed that teachers are the ones who must encourage students,

stimulating them in a positive way so that they can acquire their skills in the development of

learning. In the socioeconomic factor, it was found that it is necessary for parents to support

their children so that they can feel motivated in learning, this does not mean that it affects

their intelligence since it cannot be affected, in certain cases it was found that Low-income

people are more interested in learning English as a foreign language.

3
 Key words: social factors, English as a foreign language, EFL learners, socio-economic

status, stratification, inequalities in education, educational opportunity, ethnicity, age,

gender.

4
RESUMEN

El objetivo de esta investigación bibliográfica fue 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 donde el inglés se aprende como

idioma extranjero y el foco principal del estudio fueron los factores sociales como problemas

en la enseñanza y el aprendizaje de idiomas. El análisis se hizo utilizando el método

hermenéutico lo cual ayudó a los maestros de pregrado a comprender e interpretar los

problemas relacionados con los factores sociales humanos y sus efectos en los estudiantes

de EFL. Se utilizó una matriz de bibliografía anotada como instrumento de reunión de datos

que contenía los temas, los autores, los años, los países, los objetivos, los diseños de

investigación y las principales conclusiones para su posterior análisis e interpretación. Los

datos revelaron que la formación de profesores de inglés como idioma extranjero 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 el aprendizaje.

Como resultado de la investigación presentada, es posible concluir, que los factores

sociales en el aprendizaje del inglés como lengua extranjera ha dejado un impacto en los

estudiantes, teniendo como resultado que los sectores rurales son los más afectados esto

debido a la falta de materiales e instrumentos necesarios para el aprendizaje, así mismo se

pudo observar que los docentes son quienes deben incentivar a los estudiantes,

estimulándolos de forma positiva para que puedan adquirir sus habilidades en el desarrollo

del aprendizaje. En el factor socioeconómico se encontró que es necesario que los padres

apoyen a sus hijos para que ellos se puedan sentir motivados en el aprendizaje esto no quiere

decir que afecte a su inteligencia ya que no se puede ver afectada, en ciertos casos se encontró

5
que las personas de bajos recursos tienen más interés por el aprendizaje de inglés como

lengua extranjera.

Palabras clave: factores sociales, inglés como lengua extranjera, aprendices de inglés

como lengua extranjera, estatus socioeconómico, estratificación, desigualdades en

educación, oportunidades educativas, etnia, edad, género.

6
 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.

7
 THEORIES

Within the learning of English as a foreign language we can find different factors that are

involved in learning, based on extensive research, Sandra Bonilla, Ferney Cruz(2013)

Bonilla (2014) and Maryam Hadi, Sorayya Behrouzi Zad (2019) started from how education

Bilingual has been a very controversial topic in the last decade and because national laws

now aim to encourage English-Spanish bilingualism. This is where sociocultural influences

learning. In particular, it has been evident that special attention has been paid to privileged

urban contexts, leaving aside the realities of disadvantaged and rural areas. This is where we

need to understand that teachers must be trained for teaching. They must know the culture

where the students are involved in order to be able to teach, since it is worth mentioning that

the rural sector is not often suitable for teaching since the teacher must travel and many times

the space is not adequate. With this that we have already mentioned we can say that the

student must have the adequate space with all the implements that he needs for his learning,

as well as alluding that the teacher must have the capacity and professionalism to know

everything that is immersed within the environment that the surrounds, since acquiring a

second language involves a process. The research determines that there are sociocultural

factors that correlate, interfering with the acquisition of student learning, thus lowering

performance and affecting development to acquire a second language. The research

presented leaves us as evidence that in the rural sector it is immersed in learning and that it

influences so that the student can acquire their language skills.

The authors argue that teachers have to mediate between global and local tensions;

Furthermore, they have to face sociocultural disagreements and concordances in their work,

since English teachers are directly influenced by globalization through organized demands

on educational policies. In general, there seems to be evidence that indicates that in the rural

sector, the acquisition of a second language influences individuals.

8
 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

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.

9
 4. 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.

Table 1.

Objectives of research paper

OBJECTIVES COUNTRY THEME, AUTHOR, YEAR

The Relationship of Socioeconomic

Status with Language Learning
1.Socio - Economic Pakistan Motivation.
Factors:
(Akram & Ghani, 2013)
To explore and identify
the effects of
socioeconomic status in The Relationship between
learning English as a Socioeconomic Status and Beliefs about
foreign language Iran Language Learning: A Study of Iranian
Postgraduate EAP Students.

(Ghafournia & Ghasemi, 2015)

10
 Socioeconomic Factors Affecting
English Language Learners.
Sudan

(Suliman & Bhlool, 2014)

The relationship of EFL Learners

“Socio-economic Status with Their
Iran Learning Styles”.

(Huseynpur, Moghaddam, & Rezaie,

2015)

Inequality of access to English language

learning in primary education in
Vietnam Vietnam: A case study.

(Chinh, Linh, Quyhi, & ha, 2014)

Socio-cultural Factors in Second

Turkey Language Learning: A Case Study of
Adventurous Adult Language Learners
(Ozfindan, Krisana, Matchmes, &
2.Socio-Cultural Demir, 1985)
Factors:
The Effect of a Socio- cultural Factor
Iran on the Organization of Communication
Identify the impact of Structure among Iranian Teenagers in
socio-cultural factors EFL Context
involved in learning
English as a foreign (Zad, 2019)
language and.
An Investigation of Social Factors in
Taiwan Children’s Foreign Language

11
 Learning―A Case Study of
Taiwanese Elementary School
Students.
(Renandya, 2015)

Colombia Sociocultural factors involved in the

teaching of English as foreign
language in rural areas.

(Medina & Arcila, 2013)

Colombia Critical Socio-Cultural Elements of the

Intercultural Endeavour of English
Teaching in Colombian Rural Areas

(Bonilla, Sandra, Arcilla, & Ferney,

2014)

United Arab The Affective Factors and English

3.Intrapersonal factors Emirates Language Attainment of Arab EFL
Learners.
Explore the characteristics (Midraj, Midraj, O`Neill, & Sellami,
of the individual, such as 2008)
knowledge, attitudes,
behavior, self-concept,
skills, and how these are
involved in learning Explicit Teaching of Socio-Affective
English as a foreign Language Learning Strategies to
language. Colombia Beginner EFL Students

(Parra, 2010)

Ecuador Motivation, attitude and anxiety as

determiners of EFL language learning.

(Tovar & Cando, 2019)

12
 Social and Individual Factors in
Canadá Second Language Acquisition
(Clément, Gardner, & Smythe, 1980)

Essential Factors Affecting EFL

Indonesia Learning Outcomes.
(Reenandya, 2013)

Factors affecting the attitudes of

students towards learning English as a
Ethiopia foreign language.

(Getie, 2020)

Learner Identity and Learners’

Investment in EFL Learning.
Ethiopia
(Jan, 2019)

The Sources of Foreign Language

Iran Speaking Anxiety of Iranian English
Language Learners.
(Dastpak & Sadighi, 2017)

4. Gender Factors: Gender and Language:

Communication Apprehension in
Second Language Learning.
Explore and identify the Malaysia
role of gender in learning (Rafeka, Ramlia, Iksana, Haritha, &
English as a foreign Abasb, 2014)
language.

Turkey Turkish EFL Learners' Willingness to

Communicate in English.

(Altıner, 2018).

13
 5. SOCIOCULTURAL FACTORS AS ISSUES IN ENGLISH AS A FOREIGN
LANGUAGE TEACHING AND LEARNING

5.1 Socio -Economic Factors

In this section, the researchers display the findings found in the research articles for

the bibliographic research. All the studies explored and identified the effects of

socioeconomic status in learning English as a foreign language Muhammad Akram

,Mamuna Ghani, (2013), Mahasin Mohammed (2014), Babak Huseynpur (2015),

Ghafournia, (2015). Akram and Ghani (2013) identified the parents were the economic

support for their children’s education. On the other hand, Ghafournia, (2015) reported 350

postgraduate students who demonstrated interest and belief in learning a foreign language.

Similarly, Mahasin Mohammed (2014) reported 80 studentsof Al Gadysia secondary school

for girls and Alngaz secondary school for boys. In similar way Babak Huseynpur (2015)

administered a questionnaire to 284 Iranian male students studying English as a compulsory

subject matter at senior high schools in Tehran, the capital city of Iran.

In this factor we can see that there are many effects on learning the English language, the

most evident could be the lack of resources and materials in the classrooms, especially in

public educational institutions, since they don’t have enough budget to be able to provide

students with a quality education, so it is so that their learning is affected because economic

development cannot advance. The different authors explain how this factor affects the EFL

so, they explain the research objectives and for it they used some resources such as

questionnaires, tests, surveys, etc. The results could determine the importance of equality in

learning

14
5.2 Socio-Cultural Factors

The findings found in the research articles for the bibliographic research. Identified the

impact of socio-cultural factors involved in learning English as a foreign language. (Ozfidan

Matchmes 1985, Renandya, 2013, Sandra Ximena Bonilla Medina 2013, Nguyen Chinh

2014, Bonilla 2014, Maryam Hadi 2019). Ozfidan Matchmes (1985) identified students from

different nationalities, Iran, Chine, Japan, Azerbaijan, Egypt, and Turkey who demonstrated

a unique ability to learn languages long after the critical period and who has been living in

the US for about more than two years. Similarly, Renandya (2013) reported 520 students

from 6 elementary schools near Tainan City, divided into two groups as Urban Group (N =

271) and Rural Group (N = 249) based on their schools’ location. Aliked, Maryam Hadi

(2019) used Thirty homogenous advanced female learners out of the pool of 50 were selected

through International English Language Testing System (IELTS) in Urmia, Iran, and

randomly assigned to two groups of 15 learners, one as the experimental group and the

other as the control group. On the other hand, Sandra Ximena Bonilla Medina (2013)

identified the teachers, the sociocultural issues in the language classroom frame both

teachers’ labour and their professional development needs. Similarly, Bonilla (2014)

selected five sample students. Nguyen Chinh (2014) administered a questionnaire Students

of English from rural schools and teachers of foreign language with different inequality

context.

After analyzing the objectives, the researchers explored and identified the role of gender

in learning English as a foreign language, finding that, if the teacher makes a good decision

regarding the difficulty of the language, either using tools that help the In learning, students

are likely to appreciate literature as a resource that pushes them to think, feel, and learn.

15
Despite the legislative and political changes of the last decades, the current educational

system persists the sociocultural factors stated by the authors.

5.3 Intrapersonal factors

In this part, the inquirer informs the findings found in the research articles for the

bibliographic research. All the studies explored the characteristics of the individual, such as

knowledge, attitudes, behavior, self-concept, skills, and how these are involved in learning

English as a foreign language. Clément and Garder (1980), Midraj (2008), Yamith Parra

(2010) Renandya (2013), Dastpak (2017), Jan (2019), Tovar Cando (2019). Addisu (2020).

Clément and Garder (1980) selected French speaking 10th and 11th grade students from

Montreal. Alike, S Midraj (2008) reported 363 students from 12 universities participated 109

men and 254 women. Similarly, Addisu, (2020) selected 103 sample students (10%) out of

the total population (1030) for the study. In the same way Yamith Parra (2010) selected 17

beginner EFL students enrolled in the first three courses of the Basic block of the AEP at the

CCA in Bogotá, Colombia described previously. Similarly, Tovar, Cando (2019) reported

295 language learners who study English as foreign language at Technical University of

Cotopaxi. On the other hand, Dastpak (2017) also used 154 EFL learners participated in the

study. In some English language institutes in Shiraz participated whose age ranged from 18

to 30. In the same way, Renandya, (2013) selected some learners of English as a foreign

language (EFL). Jan (2019) used learner identity is closely related to language learning.

In brief, the researchers found that intrapersonal is an important factor in learning English

as a foreign language, but currently, in our country, it is evident that there is little interest in

16
attitudes and behavior where students are not motivated enough to learn. To obtain these

results, they carried out a study through surveys and interviews.

5.4 Gender Factors

Finally, in the Gender Factor researchers inform the objectives found in the research

articles for the bibliographic research. All the studies explored and identify the role of gender

in learning English as a foreign language. Mahfuzah Binti (2014), Altiner (2018). Mahfuzah

Binti (2014) selected 55 students of which 30 are female and 25 are male, similarly, Altiner

(2018) used 711 preparatory school students at a state university in Turkey that participated

in this study.

After investigating, in the gender factor we can see that the learning of languages, presents

some difficulties that generally can be manifested in a more serious problem, since it is

verified that the learning of a second language can become a traumatic experience for certain

language students.

However, it has been proven that the apprehension of communication can be given up to

anyone, regardless of gender. Therefore, it is important to keep in mind that women and men

process their feelings and experiences differently. Finally, the authors explain the purpose

of determining the difference in the level of communication apprehension according to

gender, since the results of this study will be beneficial for curriculum development, teacher

training, and fore

17
6. CONCLUSIONS AND RECOMMENDATIONS

• Learning is a process by which the human being acquires knowledge. After

analyzing the socioeconomic factor, we can conclude that students who acquire

English as a foreign language are not affected within the acquisition of knowledge,

however, it was possible to determine that they can have low self-esteem because

they do not have the sufficient economy to acquire the necessary technology.

• Considering the influence of peer interaction and feedback on the language

learning process, we can conclude that in the sociocultural factor there are several

difficulties, for example students who are forced to learn this language can obtain

some negative effects, since they do not they are doing for pleasure. There are also

rural areas where teaching is not the best and this is where teachers must play a

very important role, because in a certain part of them the good learning of the

students depends and so they are active and participatory.

• After having analyzed this document, I consider that for learning English as a

foreign language it is necessary for the student to have a motivation from all

those around him, and I could also find that there are other factors that affect the

student's learning and self-esteem.

• Therefore, in the gender factor it is very crucial for language teachers or instructors

to be aware of all these factors, especially the feeling of fear in evaluation. Since

it is not possible to escape from evaluations in language learning In addition,

students have to be prepared, to trust themselves to deal with the fear, how to adopt

strategies and prepare for English classes and finally achieve their educational

goal.

Recommendations

18
• English teachers must be prepared to guide students so that they do not have to

feel affected by having a low status since this does not affect the acquisition of

knowledge, as well as that parents support their children so that they can have

everything you need for learning.

• It is recommended that the State provide quality education to all areas of the

different countries, since rural areas are the most requested for not having the

adequate material or budget to study. Likewise, teachers must help students learn

regardless of their culture or customs, so that they do not feel isolated from others.

• It is recommended that teachers carry out the teacher-student relationship and thus

be able to motivate them so that they have a better interest in learning outside and

inside the classroom. On the other hand, the teacher can hold meetings with parent

teacher and student so that the student feels supported and there is a Motivation

on the part of everyone towards him and learning a second language is not so

difficult.

• Language teachers should be more sensitive to students' feelings when teaching

in the classroom as most students feel insecure while learning a second language.

Therefore, the teacher should help students avoid feeling apprehensive and

nervous when asked to speak in English.

19
 7. REFERENCES

Akram, M., & Ghani, M. (2013). The relationship of socieconomic Status with Language
Learning Motivation. Pakistan: International Journal of English and Education.
Altiner, C. (2018). Turkish EFL Learners' Willingness to Communicate in English. .
Turkey: Journal of Education and Training Studies .
Bonilla, X., Sandra, Arcilla, C., & Ferney. (2014). Critical Socio-Cultural Elements of the
Intercultural Endeavour of English Teaching in Colombian Rural Areas. Colombia:
Profile Issues in Teachers Profesional Develoment.
Chinh, N. D., Linh, L. T., Quyhi, T. H., & ha, N. T. (2014). Inequality of access to English
language learning in primary education in Vietnam: A case study. Vietnam: Zhang
et al.
Clément, R., Gardner, R., & Smythe, P. C. (1980). Social and Individual Factors in Second
Language Acquisition. Canadá: Canadian Journal of Behavioural Science .
Dastpak, M., & Sadighi, F. (2017). The Sources of Foreign Language Speaking Anxiety of
Iranian English Language Learners. . Iran: International Journal of Education and
Literacy Studies.
Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a
foreign language. Ethiopia: Cogent Education.
Ghafournia, N., & Ghasemi, M. (2015). The Relationship between Socieconomic Status
and Beliefs about Languaje Learning: A Study of Iranian Postgraduate EAP
Students. Iran: English Language Teaching.
Huseynpur, B., Moghaddam, M. Y., & Rezaie, G. (2015). The relationship of EFL
Learners “Socio-economic Status with Their Learning Styles”. . Iran: International
Journal of Educational Investigations.
Jan. (2019). Learner Identity and Learners’ Investment in EFL Learning. Ethiopia: Iranian
Journal of language Teaching Research.
Medina, S. X., & Arcila, F. C. (2013). Sociocultural factors involved in the teaching of
English as foreign language in rural areas. Colombia: Research in Teacher
Education.
Midraj, S., Midraj, J., O`Neill, G., & Sellami, A. (2008). The Affective Factors and
English Language Attainment of Arab EFL Learners. United Arab Emirates:
International Journal of Applied Educational Studies.
Ozfindan, B., Krisana, Matchmes, & Demir, H. (1985). Socio-cultural Factors in Second
Language Learning: A Case Study of Adventurous Adult Language Learners.
Turkey: European Journal of Educational research.

20
Parra, Y. J. (2010). Explicit Teaching of Socio-Affective Language Learning Strategies to
Beginner EFL Students. Colombia: Íkala, revista de lenguaje y cultura.
Rafeka, M. B., Ramlia, N. H., Iksana, H. B., Haritha, N. M., & Abasb, A. I. (2014). Gender
and Language: Communication Apprehension in Second Lamguage Learning.
Malaysia: Academic Journal Procedian- Social and Behavioral Science.
Reenandya, W. (2013). Essential Factors Affecting EFL Learning Outcomes. Indonesia:
English Teaching.
Renandya. (2015). An Investigation of Social Factors in Children’s Foreign Language
Learning―A Case Study of Taiwanese Elementary School Students. Taiwan :
Open Journal of Modern Linguistics.
Suliman, M. M., & Bhlool, M. M. (2014). Socioeconomic Factors Affecting English
Language Learners. Sudan.
Tovar, R., & Cando, F. (2019). Motivation, attitude and anxiety as determiners of EFL
language learning. Ecuador: Internation Congress.
Zad, M. H. (2019). The Effect of a Socio- cultural Factor on the Organization of
Communication Structure among Iranian Teenagers in EFL Context. Iran: Applied
Linguistics Research Jorunal .

21
INDEX
1. THEME .......................................................................................................................... 2

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

RESUMEN ............................................................................................................................ 5

2. INTRODUCTION .......................................................................................................... 7

3. METHODOLOGY ......................................................................................................... 9

4. RESULTS AND DISCUSSION .................................................................................. 10

5. SOCIOCULTURAL FACTORS AS ISSUES IN ENGLISH AS A FOREIGN

LANGUAGE TEACHING AND LEARNING ............................................................... 14

5.1 Socio -Economic Factors ........................................................................................... 14

5.2 Socio-Cultural Factors ............................................................................................... 15

5.3 Intrapersonal factors................................................................................................... 16

5.4 Gender Factors ........................................................................................................... 17

6. CONCLUSIONS AND RECOMMENDATIONS....................................................... 18

ANNEXO ............................................................................................................................ 23

22
 ANNOTED BIBLIOGRAPHY MATRIX

ANNEXO

ANNOTATED BIBLIOGRAPHY MATRIX

# Theme, author, Objectives & Research Theories about the Research The main findings/conclusions/gaps
year, types of research Variables participants/ value of the social design/methodology
paper questions under study units of context and its role and data collection
analysis in language instruments
learning
1
·Paper To examine ·The importance · Students of Inequality theory ·Bibliographic research Inequity may result from disparities in
the impact of of equality in English from the quality of education or from other
·Inequality of inequality in learning English rural schools ·Qualitative method factors, including geographic area,
access to education in as a foreign ethnicity, and gender.
English learning language. · Teachers of · Interviews
language English as a foreign Inequality access to education emerges,
learning in foreign ·To evidence the language with in many countries, due to
primary language. teaching different mismanagement of educational budgets
education in methods at inequality and can be reflected in a variety of
Vietnam: A case How to private schools context educational aspects.
study provide less are more
advantaged communicative
(Nguyen, Chinh children in the and child-
& Linh, Le & society with friendly than
Quynh, Tran & equal access those at public
Nguyen, Ha, to English? schools.
2014).
ResearchGate 1-
140.
 ANNOTATED BIBLIOGRAPHY MATRIX

# Theme, author, Objectives & Research Theories about the Research The main
year, types of research Variables participants/ value of the social design/methodology findings/conclusions/gaps
paper questions under study units of context and its role and data collection
analysis in language instruments
learning
2
·Paper To investigate Affective 363 students Attitudes Validity and The materials for UAE
the Factors from 12 Motivation English Reliability Qua students should be authentic
·The Affective motivational universities language proficiency ntitative Statisti and appeal to their integrative
Factors and effects on participated cal analysis orientation in order to
English English 109 men and develop and increase their
Language learning for 254 women desire to spend time on
Attainment of English as a learning outside the
Arab EFL foreign classroom.
Learners. language
(EFL). Teachers of UAE students
(S Midraj, J need to encourage risk taking
Midraj, G To what in the classroom and utilize
O'Neill, 2008) degree does communicative activities to
the state of assist learners in feeling less
satisfaction, anxious and lower their
willingness to inhibitions.
communicate
with people
from other
cultures,and
willingness to
spend time on
learning
English ?
 ANNOTATED BIBLIOGRAPHY MATRIX

# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under units of analysis context and its role and data collection
study in language instruments
learning
3
Explicit To explicitly teach Socio- The participants • Qualitative • Affective factors are
Teaching of socio-affective Affective in this study • Beliefs research methods. important considerations that
Socio- language learning were 17 both teachers and students
Affective strategies (SLLS) beginner EFL • Attitudes •Data collection need to reflect on to gain a
Language to positively students enrolled methods. deeper understanding of the
Learning impact the beliefs, in the first three • Anxiety nature of language learning
Strategies to attitudes, courses of the and, ultimately, to gain
Beginner EFL anxieties, and Basic block of • Motivation insight about themselves.
Students motivations of a the AEP at the
group of CCA in Bogotá, • It seems that beginner EFL
(Yamith José beginners EFL Colombia students can become more
Fandiño Parra students at the described interested in and ready for
2010). Scielo Centro Colombo previously. their language learning if they
Americano in realize that the focus of
*Research Bogota, attention and interest is upon
Articles Colombia. themselves as intelligent
individuals and effective
*Why do some learners. With socio affective
beginner EFL learning, students can realize
students give up that they do not necessarily
on English feeling need to work more, but
they are not good simply need to be more aware
at learning a of affective factors, use
foreign language language strategies better,
or not able to and organize their efforts
excel at it? more effectively.
 ANNOTATED BIBLIOGRAPHY MATRIX

# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under units of analysis context and its role and data collection
study in language instruments
learning
4
Motivation, The present study Factors 295 language Data analysis • According to the data
attitude and investigated the Affecting. learners who • Attitude. analysis, it was found that
anxiety as affective factors study English as learners are highly confident
determiners of that influence the foreign language •Motivation. or self-satisfied to learning
EFL language language learning at Technical the target language.
learning. process. University of
Cotopaxi • although most of the
(Rodrigo What is the level participants (90%) reported
Tovar, Fabiola of motivation, positive attitudes towards
Cando 2019). attitude and English language (EL) and its
anxiety to learn different language learning
*researchgate English as a situations (EL-L), there was a
foreign language clear trend of decreasing on
among students of the confidence to EL-L, in the
Language Center sense that they meet external
at Technical factors (EM) as the motives
University of that help achieving their
Cotopaxi? learning goals.

•Despite the fact that teachers

and school administrators talk
more about the benefits of
speaking a foreign language,
some EFL learners cannot
find their instrumental or
integrative reasons to study
the language.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under units of analysis context and its role and data collection
study in language instruments
learning
5
Gender and The main Gender The respondents Language Anxiety Data Analysis •The findings from this study
Language: objective is to factor involved in this show that majority of the
Communicatio know the study are 30 Communication Interviews students have high
n linguistic anxiety female and 25 Apprehension communication apprehension
Apprehension questions related male students. Method quantitative. level in communication
in Second to the foreign Communication apprehension factor.
Language language and the Apprehension and
Learning. second language, Gender •This highly indicates that
their symptoms, apprehensiveness still
(Mahfuzah causes and effects. becomes one of the factors
Binti Rafeka, that hamper language
Nur Hani Laily learning
Bt Ramlia,
Halimatussaadi • It is very crucial for
ah Bt Iksana, language lecturers and
Nurhazlin instructors to be aware of all
Mohd Haritha, those factors especially the
Athirah Izzah feeling of fear in evaluation
Bt Che Abasb,
2014).
ScienceDirect.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of questions under study units of context and its role and data collection
paper analysis in language instruments
learning
6 Paper The Theories about Bibliography
Investigated the implications The main factors research. Results of factor analysis
effects of social of the participants affecting EFL suggest that self- confidence
factors on influence of were French learners. with English developed
Social and motivational threat to speaking 10th The data collection through the opportunity for
Individual aspects of second ethnic and 11th grade instruments can be contact with members of the
Factors in language identity. students from the surveys, second language community
Second acquisition. Montreal. questionnaires or
Language interviews.
Acquisitio A possible
n dynamic
relationship
between
integrative
motive and
self-
(Clément & confidence so
Gardner, we can
1980) determine
why it affects
to EFL
learners.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of questions under study units of context and its role and data collection
paper analysis in language instruments
learning
7 Paper To identify how Central Bibliographic An overview of the
language concepts of The Sociocultural research. students' ideas and
knowledge is sociocultural participants for theory that helps to thoughts was obtained
Socio- transferred and theory, this case study the students to based on their language
cultural how including were students identify the reason Instruments can be learning experiences.
Factors in communication peer from different why this that is Surveys, interviews
Second and interaction interaction nationalities, affects their and questionnaires.
Language affect the and feedback, Iran, Chine, learning. It was determined that
Learning: A language scaffolding, Japan, language teachers should be
Case Study learning process. private Azerbaijan, careful about how and when
of discourse, Egypt, and they give feedback to
Adventurou To investigate and self- Turkey who students, since giving
s Adult how efficacy. demonstrated a feedback means more than
Language sociocultural unique ability just correcting them.
Learners factors affect to learn
second language The languages long
learning. different after
(Ozfidan contexts that the critical pe
, provide a riod and who
Matchm greater has been livin
es, & opportunity g in the US
Demir, for for about mor
1985) individual e than two y
production, ears.
practice and
meaningful
use of the
language
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of questions under study units of analysis context and its role and data collection
paper in language instruments
learning
8 Paper This Bibliography
document The effect of Thirty Theories about research. The results were real: It was
aims to watching movies homogenous sociocultural factors concluded that movies have a
provide as a advanced female in the EFL positive effect on students'
The Effect of students with sociocultural learners out of classroom. The data collection informal language
a Socio- access to one factor in the the pool of 50 instruments can be proficiency and can better
cultural type of informal were selected the surveys, contribute to the development
Factor on the language and speaking through questionnaires or of informal language
Organization verify the proficiency of International interviews. proficiency in an EFL context
of improvement students of English that lacks the social context
Communicat of the English as a Language similar to that of ESL.
ion Structure students' foreign Testing System
among informal oral language. (IELTS) in
Iranian competence Urmia, Iran, and
Teenagers in and randomly
EFL Context determine the assigned to two
influence of groups of 15
social factor learners, one as
(Mary in EFL the experimental
am learners. group and the
Hadi, other as the
2019) control group.

The effect of
movies in EFL
learners.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of questions under study units of analysis context and its role and data collection
paper in language instruments
learning
9 Paper The The study Bibliographic The results and
objectives of was Participants Social factors research. conclusions were:
this research conducted were 520 theory that helps to
are: to students from 6 the students to
An 1) To help investigat elementary identify the reason Instruments can be It was identified that seniors
Investigatio students e schools near why this that is Surveys, interviews who would graduate and
n of Social develop basic Taiwanes Tainan City, affects their and questionnaires. study in high schools had
Factors in communicati e divided into two learning. less favorable English
Children’s on skills in children’s groups as Urban learning behaviors than
Foreign English. English Group (N = 271) fourth graders, who should
Language 2) Promote learning and Rural Group be given attention.
Learning― student motivation/attit (N = 249) based
A Case awareness of ude and the on their schools’
Study of local and impacts of location.
Taiwanese foreign social factors of
Elementary cultures and age, gender and
School customs. social class on
Students. their English
learning.

(Rena
ndya,
2013)
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of questions under study units of context and its role and data collection
paper analysis in language instruments
learning
10 Paper The roles of Bibliographic The results and
The purpose of entry, exit, The main research. conclusions were:
this research is to fluency, participants in Theories about
Essential identify the formulated this paper are factors affecting
Factors Factors that have expressions, some learners EFL learners’ Instruments can be Unfortunately, for those new
Affecting more to do with motivation, of English as a outcomes Surveys, interviews, in the field of English
EFL the cognitive, grammar, foreign data collection and language teaching, it is not
Learning affective and vocabulary, language surveys. always easy to sieve through
Outcomes social dimensions and quantity (EFL) the many proposals,
or factors that and intensity suggestions, and
affect the English of instruction, recommendations that have
(Rena language learning. which are been put forward by ELT
ndya, largely under experts. However, there is a
2013) the control of good chance that students
classroom may get somewhere, and
teachers, and some of them may achieve a
who play higher level of proficiency.
essential
roles. in the
success of a
foreign
language
program.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of questions under study units of context and its role and data collection
paper analysis in language instruments
learning
11
-Paper Discover Motivation The most -Tests It was determined that the
is a desire to important Theories about attitude of children with
- the relationship achieve a participants are the relationship of -Questionnaire low economic status have
Internation of goal it is the parents socioeconomic motivation problems,
al Journal socioeconomic considered since they are status with however intelligence is
of English status with motivation in charge of the motivation to combined since they do not
and motivation in as one of the household learn have any differential,
Education( language main economy and during the acquisition of
2013) learning. elements who support English as a technology some
that the learning foreign language. socioeconomic groups
-The How does this determine process. acquire language at a
Relationshi affect learning? success in slower rate than students
p of developing a belonging to other
Socioecono second or socioeconomic groups.
mic Status foreign These language learning
with language. differences seem to be
related to family income,
Language and socioeconomic status,
Learning the researcher has analyzed
Motivation the data through

SPSS (version 14).

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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under units of analysis context and its role and data collection
study in language instruments
learning
12
-Paper Try to raise The The most Theories about They used audio- The analysis showed that
awareness of sociocultur important Sociocultural factors recorded interviews and rural areas do not offer
- critical al issues in participants are involved in the questionnaires. appropriate conditions for
RESEARCH sociocultural the the teachers, the teaching of English Investigator learning a second language,
IN factors involved in language sociocultural as foreign language triangulation (Freeman rural teachers face different
TEACHER the teaching of classroom, issues in the in rural areas. 1998) took place to professional challenges and
EDUCATIO English in rural it has been language prevent biases. have to cope with different
N Vol.3, areas to evident that classroom frame needs. The professional
No.2. understand the special both teachers’ should become familiar with
(October complexity of attention labour and their the sociocultural factors of
2013) teachers’ has been professional the community with which
professional paid to development they work. Therefore, also
- development privileged, needs. represents a call for it.
Sociocultural considering the urban
factors particularities of contexts,
involved in their local work leaving
the teaching settings. aside the
of English as realities of
foreign disadvantag
language in ed and rural
rural areas. areas.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under units of analysis context and its role and data collection
study in language instruments
learning
13 -Paper There are social factors
This study aimed These days, He researcher Theories In order to gather data, (e.g., English native
- Addisu at investigating on English is randomly about Factors a questionnaire was speakers, peer groups and
Sewbihon factors affecting taken as the selected 103 affecting the carefully and learners’ parents) affecting
Getie | the attitudes of common sample students attitudes of students systematically adapted students’ attitudes
(2020) grade 10 students language in (10%) out of the towards learning and designed. positively. On the other
towards learning all parts of total population English as a foreign hand, educational context
- Factors EFL. the world, (1030) for the language. factors like English
affecting the factors study. language teachers, the
attitudes of related to English language learning
students learning situations (e.g., the
towards and to classrooms, arrangements
learning internal or of seats and the physical
English as a external are learning environment) had
foreign have an negative impacts on
language impact on students’ attitude.
the learning
process.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under study units of analysis context and its role and data collection
in language instruments
learning
14 -Paper
To size the There are some The original The researcher used The findings of the present
- Sudan effect of factors which population for Theories the questionnaire as data study clearly indicate that
University of socioeconomic influence the this study is 80 about Socioecono gathering tools. socioeconomic status affect
Science and factors on success of students of Al mic Factors students’ performance and
Technology English second Gadysia Affecting English greatly influence students’
College of language language secondary Language Learners language development.
Graduate students at learners. These school for girls
Studies secondary factors can be and Alngaz
schools at broadly secondary
- Socioec Jebel Awlia in categorized as school for boys.
onomic Khartoum. internal and
Factors external
Affecting factors which
English determine the
speed and
Language facility with
Learners which the new
language
(Mahasin learner is
Mohammed learned
Ahmed
Suliman,
Mekki
MohamedMoh
amedaniBhlool
, 2014).
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under study units of analysis context and its role and data collection
in language instruments
learning
-Paper Identity The present study—
15 Identify how stresses a The most Theories about They used oral data drawing upon narrative
- Iranian the identity of need to important Sociocultural Learn narrative interviews and inquiry of three Chinese it
Journal of a student can explore how participants are er Identity and questionnaires was concluded that First,
Language affect during the way one the students’ Learners’ learner identity is
Teaching the learning of perceives learner identity Investment in EFL historically and socially
Research English as a oneself. is closely related Learning. formed, and learner identity
7(1), (Jan., foreign to language influences EFL learning.
2019) language, as An EFL learning.
well as learner has Language is a It was also found that the
- Learner determine impacts on prime source of factor that most affects the
Identity and what factors his or her linguistic identity of a student is the
Learners’ affect identity investment identity, which socioeconomic factor
Investment in the most. How in the refers to a sense
EFL Learning does identity endeavor to of belonging to a
influence learn community.
education? English.
Likewise,
examining
the factors
that
influence
identity and
investment
in EFL
learning is
also
essential.
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# Theme, author, Objectives & Research Theories about the Research The main
year, types of research Variables participants/ value of the social design/methodology findings/conclusions/gaps
paper questions under study units of context and its role and data collection
analysis in language instruments
learning
16 · Paper · Investi Broaden data · 711 · Difference · Bibliographic · Thus, this study
· Turkish gate from different preparatory factors should be research investigated English as a
EFL Learners' different cultures for school conducted to · Data collection foreign language (EFL)
Willingness to factors any kind of students at a understand EFL · Descriptive learners' willingness to
Communicate which generalization state learners' statistical analysis communicate (WTC) in
in English influence regarding the university in communication · Quantitative Turkish EFL context.
· (Altıner, learners’ effect of Turkey intentions which research
2018) willingness culture on participated could help · Qualitative
to willingness to in this practitioners to research
communica communicate. study. foster their · descriptive
te. learners' WTC in analysis
· Invest English in their
igate the classroom.
effects of
gender and
language
proficiency
variables on
learners'
willingness
to
communica
te.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under units of analysis context and its role and data collection
study in language instruments
learning
17
· Paper · The present Speaking a 154 EFL · The impact of · Bibliographic · Learners learning a
study aimed at foreign learners these factors usually research foreign language are
· The investigating the language is participated in leads to the learners’ confronted with a lot of
Sources of sources of foreign a source of the study avoidance of · Data collection problems, including feelings
Foreign language speaking anxiety for speaking the target of tension, concern and
Language anxiety of Iranian most · In some language. Thus, · descriptive worries about classroom
Speaking EFL learners. students. English instructors are analysis tasks, such as speech
Anxiety of Research language expected to help production, listening
Iranian English shows institutes in their students reduce · Scale comprehension, reading texts,
Language different Shiraz such unfavorable composing writing,
Learners sources of participated feelings. The first
language whose step toward reducing and so on.
· (Dastpak, anxiety. students’ anxiety is
2017) age ranged from the identification of · To explicate more,
18 to 30. the sources of their among these personal
anxiety differences, anxiety is one of
the most prominent causes
which influence language
learning negatively.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under units of analysis context and its role and data collection
study in language instruments
learning
18
· Paper -Exploring the Socio- Five · Study qualitative -The policy has generated a
socio-cultural cultural participants. series of social and cultural
· Critical dimension Factor · Socio- · Questionnaires implications by mandating
Socio-Cultural involved in the Cultural Factors and semi-structured every Colombian citizen in
Elements of the process of English Involved in interviews. rural and urban areas to be
Intercultural language teaching Teaching EFL in instructed in English. In this
Endeavour of in Colombian Colombian Rural context, the role language
English rural areas in an Areas teachers’ play in the national
Teaching in attempt to educational system is
Colombian envisage the paramount. Therefore, it is
Rural Areas implications for necessary to fully understand
English teachers the significance of the teachers’
· (Bonilla, who develop work.
2014) professionally in
rural work -Indicate that rural English
settings. teachers in Colombia face
particular challenges that, as
with many other actions taken
when implementing a national
policy, have been overlooked.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under units of analysis context and its role and data collection
study in language instruments
learning
19 · Paper -Investigate the Socio- · 350 · Factors that · quantitative · Factors that promote
· The relationship economic postgraduate influence foreign data foreign language learning
Relationship between socio- students language learners’ · parametric are twofold: socio-
between economic status beliefs. statistical analyses economic status and a
Socioecono of Iranian · descriptive genuine interest and belief
mic Status postgraduate statistics in learning a foreign
and Beliefs students and language.
about their language · Hence, it is important
Language learning beliefs. for language teachers to
Learning: A -Make generate positive attitudes
Study of professional in their students toward
Iranian judgment about language learning
Postgraduate the actual regardless of probable
EAP language ability intervening debilitating
Students. of language factors.
· (Ghaf learners to
ournia, 2015) decrease error
of
measurement.
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# Theme, Objectives & Research Theories about the Research The main
author, year, research Variables participants/ value of the social design/methodology findings/conclusions/gaps
types of paper questions under units of analysis context and its role and data collection
study in language instruments
learning
20
· Paper -Identify the Socio- Participants in · Bibliographic · Learning styles and
learning styles of economic this study were socioeconomic status and any
· The EFL students and factor 284 Iranian male · Learning · Questionnaire possible relationship between
Relationship of socio-economic students Styles these two variables.
EFL Learners‟ status and any studying English
Socio- possible as a compulsory · Language · The results of Kendall
economic relationship subject matter at learning Styles Correlation test revealed that
Status with between these two senior high there was no meaningful
Their Learning variables schools in relationship between students‟
Styles Tehran, the socioeconomic status and their
capital city of learning styles.
· (Babak Iran.
Huseynpur,
2015)