Positive psychology interventions and L2 speaking: a PERMA-based study on IELTS proficiency

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Detalles Bibliográficos
Publicado en:	Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 41
Autor principal:	Esmaeilee, Soheila
Otros Autores:	Mahdavi-Zafarghandi, Amir, Khalili Sabet, Masoud, Hassaskhah, Jaleh
Publicado:	Springer Nature B.V.
Materias:	Academic achievement Psychology Language acquisition Anxiety Success Intervention English as a second language tests Confidence Speaking Emotions Connotation Teachers Second language writing Emotional intelligence Skills Classrooms Second language learning Educational objectives Well being Linguistics Cultural groups English as a second language instruction Analysis of covariance Teaching English as a second language Social norms Foreign languages Curricula Competence Psychological theories Meaning English language Scholarship Positive psychology Sampling Positive emotions Language Groups Foreign language learning Positive Attitudes Resilience (Psychology) Learning Processes Language Teachers English (Second Language) Communication Skills Skill Development Student Participation Speech Skills Oral English English Learners Outcomes of Education Self Esteem Classroom Communication Learner Engagement Classroom Environment
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Descripción
Resumen:	Positive psychology interventions have gained increasing attention for their potential to enhance academic performance, yet their impact on second language acquisition, mainly speaking proficiency, remains underexplored. This study investigates the effects of a Positive Psychology intervention program, grounded in Seligman’s (2011) PERMA model—Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment—on improving the speaking skills of English as a Foreign Language (EFL) learners. The present study involved a group of 59 female Iranian EFL learners, reflecting cultural norms and the single-sex context of their educational environment. These participants, aged 15–17, who had been studying English for five years, were divided into an experimental group (N = 30) and a control group (N = 29), using a convenience sampling method. The experimental group engaged in PERMA-based activities focusing on positive emotions, engagement, relationships, meaning, and accomplishment, while the control group received standard speaking instruction. Both groups participated in a curriculum integrating speaking, listening, grammar, reading, and writing through four weekly two-hour sessions. Using a one-way analysis of covariance (ANCOVA), the results indicated the effectiveness of the intervention, highlighting strategies to help learners address specific challenges. The research explores the theoretical and practical implications of incorporating positive psychological interventions in foreign language teaching, suggesting that such approaches can enhance learners’ skills and contribute to better academic outcomes.
ISSN:	2229-0443
DOI:	10.1186/s40468-025-00378-5
Fuente:	Education Database