Educational Factors that Influence the English Teaching- tearning Process, Seventh Grade San Antonio High School, I semester 2021

Lumbi Martinez, Yimer and Esquibel Espinoza, Juan (2022) Educational Factors that Influence the English Teaching- tearning Process, Seventh Grade San Antonio High School, I semester 2021. Diploma thesis, Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense (URACCAN).

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Abstract

The English language is considered a tool for true Professional success, it is considered lingua franca in the labor, financial and tourism fields. English has become in a universal language and every day, its number of speakers increased due to its social, technical and scientific development, taking a real significance even in global communication. When we learn a language, there are 4 macro skills that we need for successful communication, these are Reading, Writing, Speaking and Listening. We need to learn these 4 skills in order for us to communicate with other people. We usually listen first, then we learn to speak, then we will learn how to read then write. This research has as a main objective to analyze the educational factors that influence the English teaching-learning process in seventh grade at San Antonio Highschool, I semester 2021; besides, this research job considers as specific objectives to describe the English teaching-learning process as well as to determine the positive and negative factors that influence in the teaching-learning process. Furthermore, this research tries to propose some methodological strategies for English teaching-learning in seventh grade at San Antonio High School. Among the main results, it is possible to mention that personal and academic situations have a direct influence on students’ motivation, The lack of learning resources, be physical or digital has deep incidence in students’ demotivation and they consider the process boring. But also, the teacher of English subject does not have good training in English, besides, his attitudes cause mistrust in students and they prefer not to participate or ask for something from the teacher.

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