Keywords

English teaching, positive psychology, PERMA model

Abstract

This article investigates the effectiveness of positive psychology interventions (PPIs) in an intensive English program for non-matriculated university students. Interventions based on the PERMA model were implemented through weekly 65-minute lessons given during the first class of each week. These were followed by short daily activities during the rest of the week. Using positive psychology topics as the content, students concurrently engaged in language learning activities. Each participant was asked to complete a questionnaire at the end of the semester consisting of five open-ended questions relating to the PPIs, the lessons, the activities, the topics, and how they felt the PPIs affected their language learning and their life outside of class. Two raters individually reviewed each student response and marked them as positive, neutral, or negative. On the whole, the learners viewed the PPIs as being helpful for their well-being without detracting from their linguistic development.

Original Publication Citation

Rogers, C., Dewey, D. P., McMurry, B., & Steffen, P. (2023). Teaching Positive Psychology Lessons in an Intensive English Program.ELT Journal, ccad052, https://doi.org/10.1093/elt/ccad052

Document Type

Peer-Reviewed Article

Publication Date

2024

Publisher

ELT Journal

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Full Professor

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Linguistics Commons

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