Positive Psychology Broadens Readers' Attentional Scope During L2 Reading: Evidence From Eye Movements

The predictive effect of subjective well-being and stress on foreign language enjoyment: The mediating effect of positive language education

The present study is the first to investigate the extent to which positive language education can improve foreign language enjoyment in the same learners. At the same time, it explores the relation between life quality variables, subjective well-being (SWB), and stresses that have emerged as important variables to explain foreign language enjoyment (FLE). Participants were 50 native speakers of Turkish, university students, 24 having a high proficiency in one language (English) and 26 having a high proficiency in two languages (French and English). Quantitative data were collected before and after the intervention ("3 Good Things" and "Use your Strength and Virtues in a Creative Way") and qualitative data were collected at the end of the course. The results of pre-test and post-test analysis were not significant FLE (t(49) = -1.3, p > 0.05), SWB (t(49) = -0.58, p > 0.05), and stress (t(49) = -0.7, p > 0.05). Manova with a level of multilingualism as a fixed factor revealed that there was a significant difference in the pre-test and post-test F(3, 46) = 3.49, p < 0.023, Wilk's Λ = 0.81, partial η ² = 0.023. The Between Subjects' Test reveals a significant difference in the level of SWB (F(1, 48) = 7.04, p < 0.01) and FLE (F(1, 48) = 8.5, p < 0.005), but not for the level of stress (F(1, 48) = 0.29, p < 0.59). A subsequent set of regressions revealed that in pre-test there is not a significant effect of the factors on the dependent variable (R ² = 0.20, R ² adjusted = 0.140). The analysis after the intervention shows a significant effect of the SWB on FLE R ² = 0.35, R ² adjusted = 0.31, Beta = 0.25, p < 0.002. The analysis of the quantitative data supports the statistical analysis as students report that the intervention has helped to improve the atmosphere in the classroom as well as their general attitude in life and they have learned valuable knowledge about themselves as an added value to the acquisition of the new language. We conclude that positive language education can increase the level of subjective well-being in students and that, in turn, improves the level of positive emotions in the language classroom.

A theoretical review on the role of positive emotional classroom rapport in preventing EFL students' shame: A control-value theory perspective

Background

Second/foreign language teaching has been considered as a dialogic and interactive job in which teachers' and students' emotions and behaviors are closely connected to each other. When there is a harmonious and positive relationship between the teacher and students in the classroom, many favorable academic outcomes may emerge. A bulk of research has endorsed the power of positive emotional classroom rapport in EFL contexts. However, its role in preventing negative students' emotions like shame, as an achievement emotion, in terms of perceived control and value tasks has rarely (if any) caught scholarly attention.

Objective

This study aimed to provide insights into the role of emotions in L2 education and the way students' shame can be prevented or curbed in light of a positive emotional classroom rapport.

Method/Design

This article systematically reviewed the theoretical and empirical underpinnings of EFL teachers' positive emotional classroom rapport and students' shame in light of the control-value theory.

Results

In this research, it was asserted that by building a positive emotional classroom rapport EFL teachers can block and even eliminate students' shame.

Implications

The study offers practical implications to EFL teachers, trainers, principals, and researchers by increasing their knowledge and abilities in managing psycho-emotional mechanisms and factors and enriching interpersonal aspects of EFL education.