Positive psychology interventions and L2 speaking: a PERMA-based study on IELTS proficiency
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| Udgivet i: | Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 41 |
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| Hovedforfatter: | |
| Andre forfattere: | , , |
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Springer Nature B.V.
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| Online adgang: | Citation/Abstract Full Text Full Text - PDF |
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MARC
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| 022 | |a 2229-0443 | ||
| 024 | 7 | |a 10.1186/s40468-025-00378-5 |2 doi | |
| 035 | |a 3230331622 | ||
| 045 | 2 | |b d20251201 |b d20251231 | |
| 084 | |a 243835 |2 nlm | ||
| 100 | 1 | |a Esmaeilee, Soheila |u University of Guilan, Rasht, Islamic Republic of Iran (GRID:grid.411872.9) (ISNI:0000 0001 2087 2250) | |
| 245 | 1 | |a Positive psychology interventions and L2 speaking: a PERMA-based study on IELTS proficiency | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Academic achievement | ||
| 653 | |a Psychology | ||
| 653 | |a Language acquisition | ||
| 653 | |a Anxiety | ||
| 653 | |a Success | ||
| 653 | |a Intervention | ||
| 653 | |a English as a second language tests | ||
| 653 | |a Confidence | ||
| 653 | |a Speaking | ||
| 653 | |a Emotions | ||
| 653 | |a Connotation | ||
| 653 | |a Teachers | ||
| 653 | |a Second language writing | ||
| 653 | |a Emotional intelligence | ||
| 653 | |a Skills | ||
| 653 | |a Classrooms | ||
| 653 | |a Second language learning | ||
| 653 | |a Educational objectives | ||
| 653 | |a Well being | ||
| 653 | |a Linguistics | ||
| 653 | |a Cultural groups | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Analysis of covariance | ||
| 653 | |a Teaching | ||
| 653 | |a English as a second language | ||
| 653 | |a Social norms | ||
| 653 | |a Foreign languages | ||
| 653 | |a Curricula | ||
| 653 | |a Competence | ||
| 653 | |a Psychological theories | ||
| 653 | |a Meaning | ||
| 653 | |a English language | ||
| 653 | |a Scholarship | ||
| 653 | |a Positive psychology | ||
| 653 | |a Sampling | ||
| 653 | |a Positive emotions | ||
| 653 | |a Language | ||
| 653 | |a Groups | ||
| 653 | |a Foreign language learning | ||
| 653 | |a Positive Attitudes | ||
| 653 | |a Resilience (Psychology) | ||
| 653 | |a Learning Processes | ||
| 653 | |a Language Teachers | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Communication Skills | ||
| 653 | |a Skill Development | ||
| 653 | |a Student Participation | ||
| 653 | |a Speech Skills | ||
| 653 | |a Oral English | ||
| 653 | |a English Learners | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Self Esteem | ||
| 653 | |a Classroom Communication | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Classroom Environment | ||
| 700 | 1 | |a Mahdavi-Zafarghandi, Amir |u University of Guilan, Rasht, Islamic Republic of Iran (GRID:grid.411872.9) (ISNI:0000 0001 2087 2250) | |
| 700 | 1 | |a Khalili Sabet, Masoud |u University of Guilan, Rasht, Islamic Republic of Iran (GRID:grid.411872.9) (ISNI:0000 0001 2087 2250) | |
| 700 | 1 | |a Hassaskhah, Jaleh |u University of Guilan, Rasht, Islamic Republic of Iran (GRID:grid.411872.9) (ISNI:0000 0001 2087 2250) | |
| 773 | 0 | |t Language Testing in Asia |g vol. 15, no. 1 (Dec 2025), p. 41 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3230331622/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3230331622/fulltext/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3230331622/fulltextPDF/embedded/75I98GEZK8WCJMPQ?source=fedsrch |