English Language Learning in Context: How Social and Affective Factors Shape Language Interaction Abroad

Resumen

Working in a Summer Camp is one of the ways nonnative pre-service teachers use to practice English in a real context. However, when Mexican pre-service teachers find themselves abroad and have to interact with the real use of the language, they might face several socio-affective factors that may influence their performance. The research was conducted at the English Language School of a Public University in Mexico after a group of Undergraduate students came back from working in Summer Camps in the USA.  The study adopted a qualitative approach and pursued two primary objectives: (1) to identify the socio-affective factors that influence non-native speakers’ interactions when traveling abroad, and (2) to analyze the impact these socio-affective factors have on their ability to communicate effectively in a foreign context. To gather data aligned with the research objectives, a questionnaire consisting of twelve questions was administered to six participants whose responses allowed for a more in-depth data analysis. The findings revealed that participants experienced anxiety and self-esteem challenges during their initial interactions with native English speakers. In the beginning, they lacked confidence in their English communication skills at the outset. Nevertheless, over time, this group of undergraduate students developed greater self-confidence through the implementation of various strategies aimed at enhancing their listening and speaking abilities which led them to successful communication during their experiences abroad.