The Effect of Positive Psychology Intervention on EFL Learners’ Listening Comprehension

Abdolrezapour, Parisa; Ghanbari, Nasim

doi:10.1007/s10936-021-09780-5

Cited by 9 publications

(5 citation statements)

References 76 publications

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“…Their findings reflected that L2 grit helps EFL learners evaluate and modify their emotions and also recover quickly from difficulties. In addition, Abdolrezapour and Ghanbari ( 2021 ) as well as Khajavy and Aghaee ( 2022 ) found out EFL learners’ L2 grit and emotion predict the academic achievement of the learners. In the same line of inquiry, the relationships between L2 grit and self-efficacy as one aspect of CSA were confirmed (Yang et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

et al. 2022

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Learners’ personality traits and self-assessment have an essential role in their academic achievement and the well-being of society. Although L2 grit and the core of self-assessment (CSA) have attracted considerable attention in educational research, few studies have focused on the impact of L2 grit on boosting CSA and managing foreign language anxiety (FLA). Drawing upon this existing research gap, the present study set forth to test a structural model of English as a Foreign Language (EFL) university learners’ L2 grit, CSA, and FLA. The language-domain-specific grit scale (LDSGS), the core of self-assessments questionnaire (CSAQ), and the Foreign Language Classroom Anxiety Scale (FLCAS) were administered to 418 Iranian EFL university learners. The findings of structural equation modeling (SEM) reflected the contributions of L2 grit and CSA to overcoming language learners’ experienced anxiety. Furthermore, the significant influence of EFL learners’ CSA on FLA was concluded. The implications of the findings are to raise learners’ awareness of their personality traits and self-assessment that can foster effective language instruction and assessment.

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Section: Discussionmentioning

confidence: 99%

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

et al. 2022

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“…As mentioned above, reminiscing results in significant progress in basic skills such as listening, reading, speaking, and writing and knowledge areas such as pronunciation, vocabulary, and grammar (Jin et al, 2021). Regarding listening skills, a PP intervention including empathy, emotion regulation, gratitude, and hope increases listening comprehension scores and positive emotions among EFL learners (Abdolrezapour & Ghanbari, 2021). Regarding reading skills, children who learn English as a second language improve their literacy skills, vocabulary, syntax and creativity when they read picture books with the elements of positive psychology with teachers using dialogic reading techniques (Hui et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

Positive psychology and language learning: A systematic scoping review

Aydın,

Tekin

2023

Review of Education

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Although emotions are vitally important for achievement and performance in learning a new language, prior research has mainly focused on negative emotions and the cognitive aspects of second language acquisition and foreign language learning. However, the number of studies on the relationship between positive psychology and language learning has increased since 2014. Nevertheless, research is still inconclusive. This study, using a systematic scoping review, aims to analyse and synthesise the studies on the relationship between positive psychology and of second language acquisition and foreign language learning to present implications for practice and future research. It concludes that the use of positive psychology elements effectively enhances foreign language enjoyment, decreases foreign language anxiety, and develops basic language skills. In light of the conclusions reached, implications for practice and further research are presented. Context and implications Rationale for the study Emotions are vital for performance and achievement in the second language acquisition and foreign language learning processes. However, research on these processes has mainly focused on negative emotions and the cognitive aspects until 2014. Although the number of studies has significantly increased after 2014, the results are inconclusive in gaining insight and shaping practice and future research. Why do the new findings matter? The findings in the study are significant for positioning the elements of positive psychology in second language acquisition and foreign language learning and may lead to the emergence of a novel language learning approach. Implications for researchers, teachers, and policy makers Researchers should focus on the relationships between positive psychology and language learning in different cultures and educational and instructional contexts. Language teachers need to attach importance to the mediating role of positive psychology in their classes. To achieve this, they should collaborate with school counsellors. Last, curriculum developers and policy makers should integrate and implement positive psychology elements into the pre‐service and in‐service teaching programmes.

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“…Existing research on the psychological well-being level of poor university students, most scholars use the SCL-90 symptom self-rating scale (Lejiao, 2018), and use two independent samples t-test to compare with non-poor groups. The results show that there are significant differences between poor university students and non-poor university students in depression, anxiety, somatization, strong pursuit symptoms, interpersonal relationships, and terror, as well as the overall average scores; these indicators of terror are significantly different from the norm of university students (Li, 2020;Abdolrezapour and Ghanbari, 2021). In the above results, impoverished university students are more negative, which also shows that the psychological well-being level of impoverished university students is worse than that of non-poor university students.…”

Section: Introductionmentioning

confidence: 89%

The practice of psychological well-being education model for poor university students from the perspective of positive psychology

Luo

2022

Front. Psychol.

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Poor university students are a special group. Social development provides many positive factors for poor university students’ personality and psychological development, but negative factors are also accompanied by them, which affect the psychological health of poor university students. University students are in a period of rapid physical and mental development, and it is an important issue that colleges and universities need to solve psychological well-being education. We hope to find out the aspects that can be studied in the irregularity of various factors that affect college students’ mental health. BP neural network is a typical model of artificial neural network. Based on the BP algorithm and the fuzzy comprehensive evaluation of the psychological well-being prediction system for poor university students, this paper systematically summarizes the concept of psychological well-being, the factors that affect psychological well-being, and the related research done by predecessors on psychological well-being. Using the international psychological well-being scale SCL-90 to comprehensively consider the psychological well-being status of poor university students and select the optimized BP algorithm to establish a psychological well-being prediction model, and implement it and compare it with other models to reflect its superiority. Data were collected and analyzed by means of a questionnaire. The regression model was used to analyze the relationship between mindfulness, rumination and psychological well-being. The mediation index fitted by the model reached 0.9. The model can reflect the real situation of the data, that is, rumination plays a partial mediating role in the effect of mindfulness on psychological well-being. The introduction of this psychological prediction model into the psychological well-being education of poor university students not only helps to improve the educational concept and expand the educational approach, but also helps to achieve the goal of psychological well-being education for poor university students, thereby promoting the improvement of the psychological quality of poor university students.

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The Effect of Positive Psychology Intervention on EFL Learners’ Listening Comprehension

Cited by 9 publications

References 76 publications

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

Positive psychology and language learning: A systematic scoping review

The practice of psychological well-being education model for poor university students from the perspective of positive psychology

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