Impact of socio-emotional skills on English learning in students of the Technical University of Cotopaxi

This study analyzes the impact of socio-emotional skills on English learning in students of the Technical University of Cotopaxi, specifically in the first "B" and seventh "C" courses of the National and Foreign Language Pedagogy career. The main objective is to evaluate how socio-emotional competencies, such as self-confidence, motivation, and emotional self-regulation, influence students' academic performance and active participation. A quantitative methodology with a descriptive design was used, using a structured questionnaire of 30 questions distributed in three dimensions: academic competencies, socio-emotional experience, and relationship with the teacher, evaluated using a Likert scale. The results reveal that socio-emotional skills positively affect motivation, self-confidence, and the ability of students to function in English, highlighting the relevance of effective communication and a positive bond between teachers and students. It is concluded that integrating socio-emotional strategies into the educational curriculum improves English learning and promotes an inclusive and respectful environment that contributes to students' overall well-being.