Choosing an English Language Teaching Career: A Sociocultural Study at an Ecuadorian University

This study analyzes the sociocultural factors influencing the choice of an English language teaching career among first- and ninth-semester students at a public university in Ecuador. The comparison between both groups made it possible to identify similarities and differences in the factors that influenced their career choice, examining both the current motivations of those just beginning their training and those identified retrospectively by students in the final stages of their program. A quantitative, descriptive, and non-experimental approach was employed through the application of a structured questionnaire. Data were analyzed using basic descriptive statistics, frequencies and percentages, without the application of inferential tests, since the aim was to describe general trends rather than establish causal relationships. Findings show that while vocation and interest in the English language are central factors, family environment, school trajectories, economic conditions, and symbolic representations of the language and the teaching profession also play a significant role. In addition, students strongly value ethical and deontological principles such as empathy, responsibility, and respect, which reveals an ethical conception of the teaching profession. The study concludes that career choice cannot be understood solely on the basis of individual motivations, but must be situated within the cultural, social, and economic frameworks that shape academic decisions in specific contexts.