Activating Character Strengths Through Poetic Encounters in a Foreign Language—A Case Study

Piasecka, Liliana

doi:10.1007/978-3-319-32954-3_5

Cited by 7 publications

(6 citation statements)

References 21 publications

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“…Teachers were aware of what they were doing and there was a conscious effort to make language teaching a tool to improve students' SWB (Mercer et al, 2018) and investigate if this would have an impact on FLE. Qualitative data complete the picture given by the quantitative study providing additional information on the factors that mediated the relation between well-being and FLE, that is that they felt generally happier, they understood how to use their strength to become better learners, and felt inspired by the course, confirming previous studies implementing PP interventions (Gregersen, 2016;Piasecka, 2016). PS was constant in pre-test and post-test and its relationship with the other variable did not change, this would suggest that stress, as anxiety, is an independent variable from SWB and FLE (Dewaele and MacIntyre, 2014).…”

Section: Discussionsupporting

confidence: 75%

“…Is it not yet clear to what extent Positive Psychology Interventions (PPI) adapted for the foreign language classroom can improve the level of positive emotions and if they really have an impact on the level of mental well-being and stress students experience in their life. At the moment, all we know is that PPI in the language classroom brought benefit in terms of well-being (Gregersen, 2016;Li and Xu, 2019), improving language skills (Piasecka, 2016;Leung et al, 2019;Hui et al, 2020;Abdolrezapour and Ghanbari, 2021), and diminishing Foreign Language Classroom Anxiety (Jin et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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

Ergün

Demirdağ²

2023

Front. Psychol.

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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 η2 = 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 (R2 = 0.20, R2 adjusted = 0.140). The analysis after the intervention shows a significant effect of the SWB on FLE R2 = 0.35, R2 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.

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Section: Discussionsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

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

Ergün

Demirdağ²

2023

Front. Psychol.

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“…Turning to positive characteristics interventions, Piasecka (2016) investigated whether working on poetry with PP activities can support learners’ character strengths. The findings show that this training can help learners develop language proficiency, imagination, and sensitivity and promote adaptive characteristics such as creativity, open-mindedness, courage, social intelligence, and appreciation of beauty.…”

Section: A Theoretical Model Of Second Language Emotions and Positivementioning

confidence: 99%

Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

et al. 2020

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Although emotion research and positive psychology (PP) have recently gained strong momentum in the field of second language acquisition (SLA), theoretical models linking language emotion and PP research, which offer insights for both research and intervention practice are lacking. To address this gap, the present article first introduces the origin, concept, and research around PP. Next, it summarizes recent research on PP and emotions in SLA. Finally, by triangulating emotion theories and research in the fields of psychology, education, and SLA, we propose a new model, which merges the three pillars of PP (positive institutions, positive characteristics, and positive emotions) with the antecedents, outcomes, and interventions of second language (L2) emotions (the L2EPP model). The value of the model to L2 pedagogy and research is highlighted in the context of the importance of integrating PP into the area of emotions and instructed SLA.

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“…Such a mindset can play a crucial role in linguistic development for learners and professional development for teachers (Fresacher, 2016; Gabryś-Barker, 2016; Guz and Tetiurka, 2016; Helgesen, 2016; Hiver, 2016; Mercer, 2016; Oxford, 2016b). Interventions can include poetry (Piasecka, 2016); music (Fonseca-Mora and Herrero Machancoses, 2016), walking in the classroom space music (Mitchell et al, 2019), a combination of music, laughter, gratitude (Gregersen et al, 2016), gratitude, altruism, music, pets, exercise and laughter (Gregersen, 2016) or even helping others in order in order to get out of a self-focus (Murphey, 2016). Gregersen et al (in press) used a cognitive reappraisal strategy during a moderately successful weeklong intervention with a single teacher-participant attempting to limit stress by highlighting the “silver linings.”…”

Section: Positive Psychology In Applied Linguisticsmentioning

confidence: 99%

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

et al. 2019

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The present contribution offers an overview of a new area of research in the field of foreign language acquisition, which was triggered by the introduction of Positive Psychology (PP) (MacIntyre and Gregersen, 2012). For many years, a cognitive perspective had dominated research in applied linguistics. Around the turn of the millennium researchers became increasingly interested in the role of emotions in foreign language learning and teaching, beyond established concepts like foreign language anxiety and constructs like motivation and attitudes toward the foreign language. As a result, a more nuanced understanding of the role of positive and negative learner and teacher emotions emerged, underpinned by solid empirical research using a wide range of epistemological and methodological approaches. PP interventions have been carried out in schools and universities to strengthen learners and teachers’ experiences of flow, hope, courage, well-being, optimism, creativity, happiness, grit, resilience, strengths, and laughter with the aim of enhancing learners’ linguistic progress. This paper distinguishes the early period in the field that started with MacIntyre and Gregersen (2012), like a snowdrop after winter, and that was followed by a number of early studies in relatively peripheral journals. We argue that 2016 is the starting point of the current period, characterized by gradual recognition in applied linguistics, growing popularity of PP, and an exponential increase in publications in more mainstream journals. This second period could be compared to a luxuriant English garden in full bloom.

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Activating Character Strengths Through Poetic Encounters in a Foreign Language—A Case Study

Cited by 7 publications

References 21 publications

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

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

Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research

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