| تعداد نشریات | 24 |
| تعداد شمارهها | 859 |
| تعداد مقالات | 7,631 |
| تعداد مشاهده مقاله | 13,515,223 |
| تعداد دریافت فایل اصل مقاله | 11,637,804 |
Bridging Language and Well-being: Exploring the Potentials of Integrating Positive Psychology Content into English Language Teaching | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 6، دوره 44، شماره 1، فروردین 2025، صفحه 119-143 اصل مقاله (526.98 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2025.51191.3328 | ||
| نویسندگان | ||
| Seyyedeh Fahimeh Parsaiyan* 1؛ Rozita Abdulrahmian1؛ Zohreh Ghorbani2 | ||
| 1Department of English, Faculty of Literature, Alzahra University, Tehran, Iran | ||
| 2PhD in Psychology, Bidar Counseling Center, Tehran, Iran | ||
| چکیده | ||
| Positive Language Education (PLE) has emerged as a significant area of focus within foreign language education, emphasizing the incorporation of well-being and positive psychological principles into the language learning process to foster a more holistic and supportive educational environment. Despite the growing scholarly interest in this approach, the application of Positive Psychology (PP) themes within language curricula, particularly in non-Western educational contexts, remains underexplored. In this qualitative study, the researchers explored the potential benefits of embedding PP content within a General English course. Drawing on established well-being themes from the literature—such as gratitude, resilience, emotion regulation, altruism, creativity, and life’s meaning—the researchers designed and implemented a series of activities and materials incorporating multimodal resources, including texts, audio recordings, and video clips across diverse genres (e.g., fiction and non-fiction). The study was conducted with a cohort of 85 Iranian female undergraduate students enrolled in a General English course at a state university in Tehran., Iran Data were collected over the course of a semester through a combination of methods: classroom observations, analysis of student-generated materials, and in-depth semi-structured interviews with a selected number of participants. Thematic analysis of the collected data revealed that the integration of well-being themes and activities fostered the development of both linguistic and non-linguistic competencies, including enhanced positive self-expression, introspective self-reflection, well-being literacy, and the cultivation of a foreign language growth mindset. The findings highlight the multidimensional benefits of integrating PP principles into foreign language education. | ||
| کلیدواژهها | ||
| Positive Psychology (PP)؛ Foreign Language Education؛ Positive Language Education (PLE)؛ Well-being Literacy؛ Growth Mindset | ||
| مراجع | ||
|
Aldao, A. (2013). The Future of Emotion Regulation Research: Capturing Context. Perspectives on Psychological Science, 8 (2), 155–172.
Alrabai, F., & Dewaele, J. M. (2023). Transforming the EMPATHICS model into a workable E4MC model of language learner well-being. Journal for the Psychology of Language Learning, 5(1), 1–14.
Babic, S. (2024). Well-being in the TESOL Classroom. In A., Cirocki, B., Indrarathne, S., & McCulloch (Eds.). Cognitive and Educational Psychology for TESOL: A Guide for Practitioners (pp. 423-441). Springer Nature Switzerland.
Booker, J. A., & Perlin, J. D. (2020). Using multiple character strengths to inform young adults’ self-compassion: The potential of hope and forgiveness. The Journal of Positive Psychology, 16(3), 379–389. https://doi.org/10.1080/17439760.2020.1716048
Csizér, K., Pawlak, M., Albert, Á., & Kruk, M. (2024). (L2) grit, emotions, and motivated learning behavior: The case of English majors in Hungary. Language Teaching Research, https://doi.org/10.1177/13621688241296857
Derakhshan, A., & Fathi, J. (2023). Grit and foreign language enjoyment as predictors of EFL learners’ online engagement: The mediating role of online learning self-efficacy. The Asia-Pacific Education Researcher, https://doi.org/10.1007/s40299-023-00745-x
Derakhshan, A., Dewaele, J.-M., & Azari Noughabi, M. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109, https://doi.org/10.1016/j.system.2022.102890
Dewaele, J. & MacIntyre, P. (2024). “You can’t start a fire without a spark”. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms. Applied Linguistics Review, 15(2), 403-426. https://doi.org/10.1515/applirev-2021-0123
Dewaele, J.-M., & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12–22. https://doi.org/10.22599/jesla.6
Dewaele, J.-M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196(1), 34–49. https://eprints.bbk.ac.uk/id/eprint/32797
Fagley, N. S. (2018). Appreciation (including gratitude) and affective well-being: Appreciation predicts positive and negative affect above the big five personality factors and demographics. SAGE Open, 8(4), 215824401881862. https://doi.org/10.1177/2158244018818621
Fagley, N. S., & Adler, M. G. (2012). Appreciation: a spiritual path to finding value and meaning in the workplace. Journal of Management, Spirituality & Religion, 9(2), 167–187. https://doi.org/10.1080/14766086.2012.688621
Fathi, J., & Hejazi, S. Y. (2024). Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment. Current Psychology, 43(12), 10606-10620.
Gabryś-Barker, D., & Gałajda, D. (2016). Second Language Learning and Teaching. Springer.
Gregersen, T. (2016). The Positive broadening power of a focus on well-being in the language classroom. In D. Gabry`s-barker & D. Galajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 59–73). Springer.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26.
Haidar, S., & Farrukh, F. (2023). Peace and well-being with storytelling in TESOL: Exploring peacebuilding through voices of English language learners in Pakistan. TESOL Journal, 14(4), e736.
Helgesen, M. (2019). English teaching and the science of happiness. ABAX Ltd.
Hou, H., Chin, T. C., Slemp, G. R., & Oades, L. G. (2021). Well-being literacy: Conceptualization, measurement, and preliminary empirical findings from students, parents and school staff. International Journal of Environmental Research and Public Health, 18(4), https://doi.org/10.3390/ijerph18041485
Ivtzan, I., Lomas, T., Hefferon, K., & Worth, P. (2015). Second wave positive psychology: Embracing the dark side of life. Routledge.
Javier-Aliaga, D. J., Quispe, G., Quinteros-Zuñiga, D., Adriano-Rengifo, C. E., & White, M. (2022). Hope and resilience related to fear of COVID-19 in young people. International Journal of Environmental Research and Public Health, 19(9), doi.org/10.3390/ijerph19095004
Keltner, D., & Haidt, J. (2003). Approaching awe, a moral, spiritual, and aesthetic emotion. Cognition and Emotion, 17(2), 297–314.
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605-624.
Khodayarifard, M., Ghobari-Bonab, B., Akbari-Zardkhaneh, S., & Zandi, S. (2016). Positive psychology from Islamic perspective. International Journal of Behavioral Sciences, 10(1), 29-34.
Lee, J. S., Yeung, N. M., & Osburn, M. B. (2024). Foreign Language Enjoyment as a mediator between Informal Digital Learning of English and willingness to communicate: a sample of Hong Kong EFL secondary students. Journal of Multilingual and Multicultural Development, 45(9), 3613-3631.
Lee, J. S., Yeung, N. M., & Osburn, M. B. (2024). Foreign language enjoyment as a mediator between informal digital learning of English and willingness to communicate: A sample of Hong Kong EFL secondary students. Journal of Multilingual and Multicultural Development, 45(9), 3613–3631.
Li, C. (2020). A positive psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246–263.
Liu, G. Z., Fathi, J., & Rahimi, M. (2024). Using digital gamification to improve language achievement, foreign language enjoyment, and ideal L2 self: A case of English as a foreign language learners. Journal of Computer Assisted Learning. Doi: https://doi.org/10.1111/jcal.12954
Lomas, T., Waters, L., Williams, P., Oades, L. G., & Kern, M. L. (2021). Third wave positive psychology: Broadening towards complexity. The Journal of Positive Psychology, 16(5), 660–674.
MacIntyre, P. D. (2016). So far so good: an overview of positive psychology and its contributions to SLA. In D. Gabry`s-Barker & D. Galajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 3–20). Springer.
MacIntyre, P. D. (2021). Exploring applications of positive psychology in SLA. In K. Budzin`ska & O. Majchrzak (Eds.), Positive psychology in second and foreign language education (pp. 3–17). Springer.
Martela, F., & Steger, M. F. (2016). The three meanings of meaning in life: Distinguishing coherence, purpose, and significance. The Journal of Positive Psychology, 11(5), 531–545, doi:10.1080/17439760.2015.1137623
Mercer, S. (2016). Seeing the world through your eyes: Empathy in language learning and teaching. In P. D. MacIntyre, T. Gregersen & S. Mercer (Eds.). Positive Psychology in SLA (pp. 91–111). Multilingual Matters.
Mercer, S. (2021). An agenda for well-being in ELT: An ecological perspective. ELT Journal, 75(1), 14–21.
Mercer, S. (2021). An agenda for well-being in ELT: An ecological perspective. ELT journal, 75(1), 14-21.
Mirhosseini, S. A. (2020). Doing qualitative research in language education. Springer Nature.
Narafshan, M. H., & Noori, S. (2018). Enhancing self-esteem in classroom language learning: The potential of implementing a strength-based positive psychology intervention at higher education. International Journal of Language Teaching and Education, 2(3), 334–345.
Oades, L. G., Hou, H., Francis, J. J., Baker, L. M., & Huang, L. (2022). Well-being Literacy: Language Use as a Way to Contextualize the Process of Positive Education. In Handbook of Positive Psychology in Schools (pp. 91–103). Routledge.
Oxford, R. L. (2016). Powerfully positive: searching for a model of language learner well-being. In D. Gabry`s-Barker & D. Galajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 21–37). Springer.
Phillips, M., Dewey, D. P., Rogers, C., Summers, M., & McMurry, B. (2022). Positive psychology in the classroom. https://edtechbooks.org/PositivePsychologyintheClassroom
Resnik, P., & Mercer, S. (2024). Introduction to the special issue on positive psychology and well-being. ELT Journal, 78(2), 109–116.
Rivera, G. N., Vess, M., Hicks, J. A., & Routledge, C. (2019). Awe and meaning: Elucidating complex effects of awe experiences on meaning in life. European Journal of Social Psychology, 50(2), 392-405.
Rogers, C., McMurry, B. L., & Dewey, D. P. (2024). Teaching positive psychology lessons in an intensive English program. ELT Journal, 78(2), 137–148.
Seligman, M. E. P. (2011). Flourish: A new understanding of happiness and well-being - and how to achieve them. Nicholas Brealey Publishing.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14, doi.org/10.1037/0003-066x.55.1.5
Shafiee Rad, H., & Jafarpour, A. (2022). Effects of well-being, grit, emotion regulation, and resilience interventions on l2 learners’ writing skills. Reading & Writing Quarterly, doi.org/10.1080/10573569.2022.2096517
Shapira, L. B., & Mongrain, M. (2010). The benefits of self-compassion and optimism exercises for individuals vulnerable to depression. The Journal of Positive Psychology, 5(5), 377–389. https://doi.org/10.1080/17439760.2010.516763
Shiota, M. N., Keltner, D., & Mossman, A. (2007). The nature of awe: Elicitors, appraisals, and effects on self-concept. Cognition and Emotion, 21(5), 944–963.
Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
van Zyl, L. E., Gaffaney, J., van der Vaart, L., Dik, B. J., & Donaldson, S. I. (2024). The critiques and criticisms of positive psychology: A systematic review. The Journal of Positive Psychology, 19(2), 206-235.
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, doi.org/10.3389/fpsyg.2021.731721
Waters, L. (2021). Positive education pedagogy: Shifting teacher mindsets, practice and language to make well-being visible in classrooms. In M. Kern & M. Wehmeyer (Eds.), The Palgrave Handbook of Positive Education (pp. 137-164). Palgrave Macmillan.
Wu, C., Tian, X., & Jin, H. (2024). Grit and second language learning engagement: the mediating role of affect balance. Behavioral Sciences, 14(3), 184.
Yang, L., & Lin, Y. (2024). To talk or to remain silent? Foreign language enjoyment and perceived classroom climate as drivers of change in Chinese EFL learners’ willingness to communicate: A latent growth curve analysis. Innovation in Language Learning and Teaching, 1-18.
Zare, J., Aqajani Delavar, K., & Derakhshan, A. (2023). The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology. Language Teaching Research, 13621688231151632.
Zarrinabadi, N., Lou, N. M., & Ahmadi, A. (2022a). Resilience in language classrooms: Exploring individual antecedents and consequences. System, 109, 102892, doi.org/10.1016/j.system.2022.102892
Zhang, H., Dai, Y., & Wang. Y. (2020). Motivation and second foreign language proficiency: The mediating role of foreign language enjoyment. Sustainability, 12(4), doi.org/10.3390/su12041302
Zhou, L., Dewaele, J. M., Lochtman, K., & Xi, Y. (2023). Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context. Applied Linguistics Review, 14(5), 1385-1410. | ||
|
آمار تعداد مشاهده مقاله: 297 تعداد دریافت فایل اصل مقاله: 358 |
||