The Role of Positive Psychology in English Foreign Language Classroom

Abstract

Positive psychology (PP) has developed rapidly in psychology, which has important implications for the field of English foreign language (EFL) classroom. The high prevalence of depression among students throughout the world and the synergy between learning and educating suggest that the skills for happiness should be taught in the EFL classroom. This study aims to explore the positive psychology and learning activities to the study of language by describing its main principles. The study was conducted using an exploratory approach in which data were collected through in-depth interviews with English lecturers and a questionnaire distributed to the students of the Islamic education department at the State Islamic University of Banten. The findings suggest that positive psychology can be brought into the classroom at Islamic higher education in Indonesia in fun and useful ways. The role of two main aspects in the process of teaching and educating, which are closely interconnected, is considered. It is expected that the students could both achieve foreign language skills and, at the same time, become more effective learners. It is based not only on the basic principles of teaching language but also on the application of the principle of positive psychology because teaching is closely related to mental aspects. The study provides several valuable insights into the expectations of the EFL classroom.

Students' Perceptions on Positive Psychology in English Learning at Thanh Dong University

“…Shao et al (2020) find that students often appreciate the emphasis on enjoyment and engagement that PP brings to the classroom. This resonates with the findings of Tarihoran et al (2019), which highlight that students value a learning environment that prioritizes their emotional experiences and holistic growth. Shen (2021) delves into the student perception of PP interventions as tools for reducing stress and promoting well-being.…”

“…In conclusion, students' perceptions of PP in education offer a valuable perspective on the impact of these interventions on their learning journey. The research by Shao et al (2020), Shen (2021), Tarihoran et al (2019), and Wang et al (2021) collectively demonstrates that students value the emphasis on enjoyment, engagement, well-being, and holistic development. These findings underscore the importance of integrating PP principles in education to create a supportive, engaging, and enriching learning environment that aligns with students' aspirations and needs.…”

“…The research conducted by Shao et al (2020), Shen (2021), Tarihoran et al (2019), and Wang et al (2021) collectively sheds light on how students perceive and experience the incorporation of PP elements in their educational journeys. Students' perspectives offer valuable insights into how PP interventions impact their learning experiences and well-being.…”

“…Crucially, the applicability of PP interventions isn't confined to theoretical frameworks; it resonates with students' perceptions and experiences. The research by Shao et al (2020), Shen (2021), Tarihoran et al (2019), andWang et al (2021) delve into how students perceive and value the integration of positive psychology elements in their educational journeys. This student perspective underscores the practical importance of PP in creating an environment that resonates with learners' needs, aspirations, and well-being.…”

The application of positive psychology in English learning for students of MTsN 3 Sleman

“…Dalam materi ini, siswa akan berlatih mengutarakan perasaan positif (positive feelings) mereka dengan mempraktikkan kosakata dan tata bahasa yang relevan. Dengan mengingat dan menceritakan masa-masa senang, mereka akan lebih semangat untuk mempraktikkan kemampuan berbicara dalam bahasa asing (Tarihoran et al, 2020).…”