Pedagogical Strategy to Strengthen English Learning in Early Childhood Education Students through Socioemotional Support

Abstract

This study examines the challenges faced by students enrolled in the Bachelor’s Degree in Early Childhood Education program at the Corporación Universitaria Minuto de Dios in the virtual modality when developing English language competencies. In educational contexts that are not centered on language instruction, English is often perceived as an external requirement rather than a meaningful skill. This perception tends to generate demotivation and negative emotions, particularly among students with unsatisfactory prior experiences in language learning, which directly impacts their academic performance and limits their professional opportunities in increasingly globalized environments. The research aimed to strengthen students’ communicative abilities in English through the integration of socio-emotional strategies into the teaching–learning process. A qualitative case study design was employed with the participation of 15 students. Data were collected through semi-structured interviews, reflective journals, and focus groups, and thematic analysis was applied to identify emotional barriers such as anxiety and stress. Based on these findings, a socio-emotional pedagogical strategy was designed to reduce anxiety, enhance motivation, and promote a more supportive virtual learning environment. The results highlight the importance of addressing emotional well-being as a key factor in fostering more meaningful and effective language learning experiences.