Challenges in Teaching English as a Foreign Language in Ecuador: A PRISMA Systematic Review
This study aimed to identify the main challenges affecting the teaching of English as a foreign language (EFL) in Ecuador. A systematic literature review was conducted following the PRISMA methodology, analyzing 20 peer-reviewed studies published between 2020 and 2025 in databases such as Scopus, ERIC, Latindex 2.0, and SciELO. The findings revealed persistent difficulties, including inadequate teacher training, limited resources, limited technological integration, and low student motivation. Additional issues included minimal exposure to authentic English use, contradictions in national language policies, and disparities between rural and urban contexts. The review also found a lack of longitudinal and experimental research designs, which limits the applicability of existing findings. It was concluded that addressing these challenges requires stronger teacher development programs, improved infrastructure, context-sensitive policy reforms, and more rigorous research to enhance the quality and sustainability of EFL education in Ecuador.