Influence of Socio-emotional Development on Learning and Oral Expression of English in Seventh Grade

Abstract

This research analyzed the influence of socioemotional development on the learning and oral expression of English among seventh-grade students at the Pacífico "Cembranos"

Educational Unit. A descriptive design with practical input was adopted, employing theoretical and empirical methods. For the theoretical context, analytical-synthetic and systemic-structural methods were applied; and for the empirical context, documentary analysis, surveys, and teacher interviews were used. The study allowed for the diagnosis of teachers and students and the design of a pedagogical program that integrated socioemotional competencies with English language learning, strengthening oral expression from a comprehensive and humanistic perspective. The methodology was based on a mixed approach that combined quantitative and qualitative techniques to obtain a broad understanding of the educational reality. The proposal was validated through expert judgment, comprised of three evaluators with training in pedagogy and English language teaching. The results of the internal and external validation reached an overall average of

98.66%, placing the proposal in the "Very Good" category and confirming its coherence, relevance, and methodological consistency. The results demonstrated that students faced emotional barriers such as anxiety and lack of confidence, which affected their oral participation. The applied strategies focused on emotional self-regulation, group dynamics, and motivational activities contributed to reducing anxiety and strengthening self-confidence. It was concluded that integrating socio-emotional strategies into English teaching fostered a positive environment, improved fluency, and encouraged active participation in the classroom.