Abstract

This article reports on a study investigating the effectiveness of positive psychology interventions (PPIs) in an Intensive English Program (IEP) for non-matriculated university students. Interventions based on the PERMA model for wellbeing (positive emotion, engagement, relationships, meaning, and accomplishment) were implemented through weekly 65-minute lessons and short daily activities. Each lesson introduced an aspect of the PERMA model such as positive emotion or achievement. Along with this focused instruction, students concurrently engaged in language learning activities. Teachers also provided short daily activities for reinforcement throughout the week. Six classes received these interventions, while three classes served as a control group and did not receive any treatment. Students' wellbeing, anxiety, and depression were measured pre-, mid-, and post-semester. Language proficiency was also measured pre- and post-semester and compared with the control group. Qualitative data, which were collected through questionnaires and semi-structured interviews, were analyzed following an iterative (constant comparative) method where open coding occurred first, followed by axial coding and selective coding (Glaser and Strauss 2017). This facilitated an understanding of patterns indicative of how the PPIs might have affected student engagement and enjoyment. The quantitative analysis did not reveal any significant gains in well-being or any reductions in anxiety or depression. Despite spending 25% of instruction time on PPIs, there were no statistically significant differences in language proficiency gains compared to the control group meaning that the time taken from teaching language did not in any way reduce linguistic gains. However, the qualitative data do suggest a positive impact from the PPIs. Thus, the results of this study confirmed the findings of Seligman et al. (2009) and Gush and Greeff (2018) that PPIs can be implemented without detracting from language instruction and although gains were not statistically significant, qualitative data showed that the participants felt more positive as a result of the interventions.

Degree

MA

College and Department

Humanities; Linguistics

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2022-04-14

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd12682

Keywords

PERMA, positive education, positive psychology, second language acquisition

Language

english

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