Incidencia de escenarios positivos de aprendizaje del inglés en las habilidades socioafectivas.

Abstract

The impact of positive English learning scenarios on socio-affective skills are scenarios that foster a collaborative and motivating learning environment, not only facilitate language acquisition, but also promote the development of socio-affective competencies, such as empathy, effective communication and self-confidence. The objective is to analyze the impact of socio-affective strategies on the social skills of adult students who participate in a virtual English course in the Manta Capacita space. Methodology, a qualitative-quantitative approach was adopted with a descriptive and cross-sectional design, using inductive and deductive methods, for data collection, which included a structured observation sheet and semi-structured interviews conducted before and after the course. The observation focused on the interaction and behavior of 20 students, while the interviews explored their experiences and perceptions of socio-affective learning. The results showed that students experienced significant improvements in their communication and interpersonal skills, while the observation sheet revealed a collaborative environment, although it also indicated critical areas such as punctuality and initial interaction in addition to that feeling of security when sharing ideas and more open to receiving constructive feedback. Concluding that socio-affective strategies are crucial to facilitate not only the learning of English, but also the personal development of adult learners.