Dataset of factors impacting second language learning from teachers' experience

Developing an accurate second language competence different from the
mother tongue has become an essential skill in today's globalized
world, and therefore it is a highly valued and demanded learning among the
main educational institutions and models. However, it is a complex process
that is influenced by numerous and, in many cases, unknown factors, which
are not usually taken into consideration when designing second language
learning processes, which tend to lead to inadequate teaching and may lead
to school failure that could have been avoided. 216 in-service teachers
from all non-university educational stages of the Community of Madrid,
Spain, evaluate the significance of 44 factors traditionally associated
with second language learning, which are grouped into four general
categories (factors linked to students; factors linked to teachers;
learning structure and organisation; and learning environment) through a
five-point Likert scale. The data were collected using a Google Forms
questionnaire through the research described in Arigita-García et al.
(2021). The sample is heterogeneous concerning different attribute
variables such as age, teaching experience, gender, school ownership, and
the language in which classes are taught. The sample was obtained through
social networks and teacher forums. The data collection offers essential
information to better understand the process of second language learning,
as it gathers the experience and learning accumulated by the teachers who
took part in this work, which implies direct information from the
educational reality that they are intended to improve.