Factors influencing English learning in students of FAREM-Matagalpa: a case study

Abstract

The following article presents advances of a doctoral study, which aims to analyze the factors that facilitate or hinder the development of English language skills and meaningful learning in the English teacher training program. The present study is focused on the analysis of qualitative data, under a mixed approach research. For data collection purposes, first, an interview was administered to 6 high school teachers in order to learn about their experiences with respect to the research topic. Second, a classroom observation of the group of students under study was carried out for one semester. Third, an interview was applied to 4 students under the extreme case sample. The analysis was carried out using the grounded theory methodology. The results show that there is a robust relationship between affective and linguistic factors. They are frequently and harmoniously linked. Additionally, the factors tend to change as learners enter a new level of learning.