INCIDENCIA DE ESCENARIOS POSITIVOS DE

APRENDIZAJE DEL INGLÉS EN LAS

HABILIDADES SOCIOAFECTIVAS

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facilitan la adquisición del idioma, sino que también promueven el desarrollo de competencias

socioafectivas, como la empatía, la comunicación efectiva y la autoconfianza. El objetivo es analizar el

impacto de las estrategias socioafectivas en las habilidades sociales de estudiantes adultos que participan

en un curso virtual de inglés en el espacio Manta Capacita. Metodología, se adoptó un enfoque

cualitativo-cuantitativo con un diseño descriptivo y transversal, empleando métodos inductivos y

deductivos, para la recolección de datos, que incluyó una ficha de observación estructurada y entrevistas

semiestructuradas realizadas antes y después del curso. La observación se centró en la interacción y

comportamiento de 20 estudiantes, mientras que las entrevistas exploraron sus experiencias y

percepciones sobre el aprendizaje socioafectivo. Los resultados mostraron que los estudiantes

experimentaron mejoras significativas en su comunicación y habilidades interpersonales, mientras que,

Palabras claves: empatía, aprendizaje colaborativo, escenarios positivos, relaciones interpersonales,

motivación.

Autor principal

Correspondencia: dsep.2350984171@gmail.com

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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.

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INTRODUCTION

insurmountable challenge, often fueled by the misconception that such skills are beyond their

capabilities or unnecessary at their stage of life. Consequently, a considerable number of adult learners

embark on language courses only to struggle to maintain sustained motivation, which frequently leads

to the premature abandonment of their language learning aspirations.

To address this prevailing challenge, the implementation of socio-affective strategies in education

emerges as imperative. For Lojano (2019), These strategies prioritize cultivating self-esteem, encourage

peer collaboration, and strive to create a motivating environment that fosters both independence and

support throughout the educational process. Consequently, these strategies assume a fundamental role

in reinforcing not only students' oral competence, but also their social skills. Álvarez et al., (2022) They

argue that by emphasizing the socio-affective dimensions of language learning, educators can contribute

significantly to overcoming the psychological barriers that prevent adult learners from learning English,

these barriers, virtual education has emerged as an increasingly frequent and effective alternative to

language teaching.

Virtual education offers more than just geographic accessibility; Create inclusive spaces where people

from diverse locations can engage in meaningful interactions (Grupo Banco Mundial, 2022)This

deliberate participation serves to mitigate the stress inherent in traditional language classes, especially

during oral practice sessions, and virtual education facilitates immediate access to supplemental

materials, instructional videos, and rapid feedback, the demands of adult life, offering flexibility,

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autonomy and interactivity throughout the learning process.

address this gap by posing a central question: How does the integration of socio-affective strategies

impact the social skills of adult learners of English as a Foreign Language (EFL) who participate in a

three-month virtual course? The research extends beyond this general question to explore specific facets,

including:

1. What are the prevailing obstacles within the group that significantly influence the learning and

development processes of the students?

2. What discernible differences or benefits do students perceive upon completion of the course?

3. How do students react to the implementation of socio-affective strategies within a virtual learning

environment?

This research aims to provide nuanced insights into the intersection of socio-affective strategies for adult

learners in the changing landscape of virtual education.

elements of their previous experience in learning the English language and the second, after the lesson

plan has been applied, where information was obtained about their learning experience with a class with

a socio-affective approach, held in the Manta Capacita space in the province of Manabí, Ecuador.

The analysis of the qualitative data was transcribed verbatim and the responses to the survey were

tabulated and quantitatively analyzed using descriptive techniques, such as frequencies and averages, in

addition, as they are dichotomous instruments, the Kuder Richardson fidelity coefficient was used to

measure their employability. Prior to data collection, the content of the participants' informed consent

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was socialized and reported, and the confidentiality and anonymity of the data was guaranteed by

Analysis of the observation sheet

As results, we were able to evaluate 20 students belonging to the Manta Capacita courses, with the aim

of identifying the behavior pattern of the participants in a regular online English class and in the

relationship with their classmates and teacher, measuring 3 Criteria: Criteria for activities at the

beginning of classes (consisting of 7 questions); Criterion at the time of development (consisting of 13

questions) and Final criterion of the class (consisting of 4 questions), to which the Kuder Richardson

Fidelity Coefficient was applied, which yielded 0.97 of internal coefficient, demonstrating a range of

excellent, therefore the data obtained after its applicability are reliable.

Table 1. Criteria evaluated in the observation sheet

Table 2. Criteria for the start of school activities

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attendance show that the class starts punctually with an average of 0.9), this being a positive indicator

of organization and respect for time. However, students' on-time attendance is significantly lower (0.40),

evidencing a problem of student engagement, significantly affecting the flow of the class and the use of

academic time. This discrepancy negatively affects the flow of the class and the use of academic time

(Vásquez Córdova, 2020). Regarding interaction and class dynamics, the (0.30) in interaction when

entering classes is worrying, the lack of greetings and initial talks is an unwelcoming indicator. Likewise,

regarding clarity and motivation, the teacher manages to clearly communicate the objectives of the class

(0.85) and motivates students to participate in feedback (0.9), essential aspects to guide learning and

maintain student interest. Álvarez et al., (2022) They support the fact that a welcoming and collaborative

environment is essential to encourage participation. Finally, student voluntary participation is high

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participate less, given that the index of (0.60) indicates that the dynamic is affected by the lack of voice

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In English there is more use of acronyms. 7A. The idiomatic expressions are fascinating. 8A. Politeness

communicate. 17A. In both, context is key. 18A. There are similarities in the use of rhetorical

questions. 19A. The way of greeting may vary. 20A. Both languages enrich communication.

The responses underscore both the differences and similarities in communication in English and

Spanish, highlighting the richness of both languages. In English, communication tends to be more direct,

which can be perceived as a form of clarity, while Spanish is more expressive and nuanced, reflecting a

greater emotional charge, this difference is manifested in the structure of sentences, where English often

uses acronyms and omissions that can make communication more efficient, although sometimes less

clear for non-natives. On the other hand, both languages share interesting idioms and idiomatic

expressions that enrich the language. Irony and humour, although present in both, manifest themselves

in different ways; Humor can be more subtle in English, which requires a deeper contextual

understanding.

Analysis of the interview after the English Course

It was questioned about their participation during the class period and how their participation in the

course increased. A1. At the beginning I didn't talk much, but I've noticed a big increase in my

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evolution from shyness to greater confidence and proactivity. This change can be attributed to a number

of factors, such as consistent practice and creating a safe environment that encourages the expression of

ideas, as students find their voice, become more comfortable in group activities and discussions,

resulting in a significant increase in their interventions. The correlation between active participation and

the development of trust is crucial; Students who were initially reserved report an increase in their

willingness to talk and share ideas, suggesting that practice and exposure are critical to overcoming

shyness.

Alamer (2021) emphasizes that self-confidence is an essential component for active participation;

Students who feel safe are more likely to contribute to group discussions and activities. This

development of trust is often facilitated by creating a safe environment where the expression of ideas is

valued, as Robinson argues (2023), who suggests that a supportive environment can significantly reduce

a sense of community. A20: Friendships make learning more fun.

The answers highlight the fundamental role that friendships play in the learning process, especially in

collaborative environments, the formation of close bonds between peers not only fosters a sense of

community, but also enhances the educational experience through collaboration on projects and mutual

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support, this group work environment allows students to share interests and face difficulties together,

students can exchange knowledge and perspectives.

Tapia (2024) He argues that interpersonal relationships in collaborative environments not only foster a

sense of community, but also significantly enhance the educational experience. For their part, Alvarado

and Campoverde (2023) They emphasize that open and sincere communication between friends creates

a safe space where students can express their ideas and emotions without fear of judgment.

Extracurricular activities and shared experiences, as Alkathiri points out (2024), They enrich these

friendships and provide additional opportunities for personal and academic growth. In addition, cultural

diversity in a study group is crucial, as it allows for the exchange of knowledge and perspectives, as

mentioned by Arranz et al., (2019).

On whether they have felt they have expressed their opinions in each class without feeling censored, to

The answers reflect a classroom environment that actively promotes freedom of expression and respect

for the opinions of all students, the absence of censorship and the appreciation of individual ideas allow

students to feel safe to share their thoughts, this type of environment, where the teacher stimulates

discussion, It is crucial for the development of critical and argumentative skills, although the possibility

of constructive disagreements indicates that students are not only comfortable expressing their opinions,

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but have also learned to listen to others, which enriches debate and strengthens the educational

creates a safe space where students feel free to share their thoughts. This environment, where the teacher

stimulates discussion, is fundamental for the development of critical and argumentative skills, allowing

students to explore different perspectives and enrich their understanding. In addition, Castillo et al.,

(2020) emphasizes the importance of constructive disagreements in learning. On the other hand,

Arguello et al., (2023) They emphasize that mutual support among colleagues is crucial to consolidate

a safe space for dialogue.

On their point of the existence of any activity that has questioned their point of view on a social situation,

these responses show how education can be an engine of change, inviting individuals to question their

beliefs and actions in a broader context. This approach not only informs, but also empowers participants

to take action and make a positive impact in their communities.

According to Dewey (1956), Education must be an act of liberation, where students not only acquire

knowledge, but also develop a critical awareness of their environment. This type of training invites

individuals to reflect on their beliefs and actions, which can result in a significant change in their

perspective and behavior. In addition, Kolbet at the., (2020) They argue that hands-on experiences, such

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as simulations and discussion forums, foster active and meaningful learning. Likewise, the focus on

The answers reveal the critical importance of this skill in various aspects of personal and social life,

since for them the management of their emotions allows them to recognize what they feel and at the

same time achieve their emotional well-being, contributing to a more balanced life and that this process

not only helps to control impulsive reactions, but it also allows feelings to be expressed appropriately,

They emphasize that understanding the emotions of others is essential to foster empathy. In addition,

emotional management is also related to resilience. According to Tuck et al., (2023), People who practice

emotional intelligence are better able to adapt to adverse situations and recover from them. Finally,

Gokmen's work (2021) highlights the need to integrate emotional education in schools.

While if you think that participating in classes in virtual mode has contributed to your skills to express

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The set of responses reflects a clear advance in students' expression skills, evidenced by the confidence

gained through online practice. Comfort in public speaking and the organization of ideas are indicative

of cognitive development that is strengthened in virtual environments. Virtual classes not only offer

flexibility, but also allow for instant feedback, which is crucial for personal growth. In addition, the use

of digital tools and the possibility of making virtual presentations demonstrate an adaptation to new

forms of communication.

Several authors agree that constant practice and instant feedback are crucial for the development of these

skills. According to Mendoza (2021), The implementation of communicative strategies in educational

settings significantly improves oral expression, which supports the idea that virtual classes can be

there is greater participation from them over time": A1: Yes, I encourage my classmates to

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process, where constant practice plays a fundamental role. Comfort in public speaking and the

organization of ideas are indicative of cognitive development that is strengthened in virtual

environments. Virtual classes not only offer flexibility, but also allow for instant feedback, which is

crucial for personal growth. In addition, the use of digital tools and the possibility of making virtual

presentations demonstrate an adaptation to new forms of communication.

According to Piaget, cognitive development occurs through the assimilation and accommodation of new

experiences, which implies that students not only acquire skills, but also reorganize their mental

structures to integrate new knowledge (UFV, 2022). In addition, the virtual environment provides