“…Even within the group of native English-speaking learners, there are differences in learners' cultural experiences, psychosocial backgrounds, and levels of education in their home countries, which contribute to differences in their language skills (He & Xiao, 2008;Peyton et al, 2001). Even the impact of digital and communication technologies, which over time are not immune to economic, political, and social impacts, can change how the determinants of linguistic competence in second language teaching intervene (Bárcena, 2020;Caliskan et al, 2017;Hartshorne et al, 2018;Thorne et al, 2015). Although there is nowadays a broad consensus on the involvement of these factors when learning a second language, the results caused by these factors are different, and it is the teacher's perception of the quality of the student's academic performance, the capacity for social and institutional relations, and the knowledge of the family environment that may positively or negatively influence the results obtained (Beltrán-Arias, 2015;Rao, 2016).…”