Challenges of teaching EFL post-pandemic: A case study in public schools of Chunchi, Ecuador.

Abstract

The COVID-19 pandemic significantly changed educational systems worldwide, particularly affecting EFL instruction in rural public schools. This study examined the main challenges faced by EFL teachers in Chunchi, Ecuador, after the pandemic. A cross-sectional descriptive survey involving 35 English teachers from urban and rural settings was performed. Data were collected through a structured questionnaire based on a 5-point Likert scale, and descriptive statistics and GraphPad Prism were used for data analysis. The main challenges include reducing weekly English instruction from five hours to three and frequent curricular changes without adequate support. These issues have hindered curricular goals, limited content coverage, and impacted student comprehension. The study finds that reduced instructional time and sudden curricular changes increase the challenges of EFL instruction in rural areas. It provides valuable insights for policymakers and educators seeking to improve EFL teaching quality in these contexts.