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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 | ||
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