Social-Emotional Learning Activities and English Language Vocabulary

Abstract

The current investigation analyzed the influence of social-emotional learning (SEL) activities on the English language vocabulary. It is quantitative research with descriptive design with a total population of forty-five students (11 males and 33 females) in the first semester of Pedagogía de los Idiomas Nacionales y Extranjeros major at Universidad Técnica de Ambato. The data were collected through a survey with thirteen items (3 about personal information, 9 with a Likert scale, and 1 open-ended). It was validated by Cronbach’s Alpha and the Statistical Package for Social Science (SPSS) software in order to identify the level of reliability. In addition, participants answered those questions according to their experience in English vocabulary learning, in that way the hypothesis was proved through the chi-square, which showed that the alternative hypothesis was accepted. Furthermore, some social-emotional learning activities were described in the theoretical framework part, taking into consideration the main SEL competencies. Finally, in the analysis and results, it was established that there was a positive influence between social-emotional learning activities and the English language vocabulary, and it was determined which activity assisted in a better way of vocabulary learning according to participants.