Institutional Factors Affecting Performance in English as a Foreign Language and Their Economic Impact on the Families of Third-Year High School Students in Manta, Ecuador.

Abstract

English proficiency is essential for academic success, professional growth, and participation in a globalized world. However, many students in Ecuadorian public schools still face difficulties achieving adequate English language proficiency. This study analyzes the institutional factors affecting EFL performance and their economic impact on the families of third-year high school students in Manta, Ecuador. Using a quantitative descriptive-correlational approach, data were collected through parent surveys and documentary analysis. The results show that weaknesses in institutional support often lead families to spend additional money on private tutoring, learning materials, and external English courses. Consequently, educational inequalities may increase, particularly among low-income households. The study concludes that improving institutional educational quality can enhance English learning outcomes and reduce financial burdens on families.