Positive psychology, which emphasizes well-being and aims to foster flourishing (Seligman, 2011), is

particularly relevant in the context of language learning. By creating a positive learning environment and
emphasizing affirmative experiences, educators can significantly influence students’ attitudes and beliefs
about learning (MacIntyre & Ayers-Glassey, 2022; Seligman, 2019). The incorporation of positive
psychology interventions within language classrooms can enhance the overall learning atmosphere
(Hegelsen, 2016). Such interventions are designed to increase students’ awareness of their strengths
and the positive elements of their educational journey (Gregersen, 2019). Consequently, this awareness
can elevate their motivation and resilience, supporting them throughout their learning process (Dörnyei
& Ushioda, 2021). In this practice-oriented paper, we will present five examples of positive psychology
interventions that we implemented with students in English as a Foreign Language (EFL) classes as well
as during individual advising sessions.

what is positive psychology ?

is a branch of psychology that shifts the focus from treating mental illness to enhancing well-being and
human flourishing (Csikszentmihalyi & Seligman, 2000). It does not advocate for the complete dismissal
of negative experiences or emotions, such as those encountered in language learning; rather, it seeks to
foster an understanding that life encompasses both challenges and positive experiences (Gregersen,
2019). Defined as “the scientific study of what goes right in life” (Fresacher, 2016, p. 344), positive
psychology aims to promote well-being through the enhancement of five key elements encapsulated in
the PERMA model: Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment
(Seligman, 2011).The field emerged in 1998 when Martin Seligman proposed a shift in psychology's
focus toward understanding and cultivating human strengths to balance its traditional emphasis on
pathology (Seligman, 2002). Positive psychology emphasizes the importance of studying positive
subjective experiences, individual traits, and supportive institutions to improve overall quality of life
(Wikipedia). It encourages individuals to explore their strengths and virtues while engaging with their
communities to foster a sense of fulfillment and purpose (Gable & Haidt, 2005; Sheldon & King, 2001).

In summary, positive psychology represents a comprehensive approach that not only addresses mental
health issues but also actively promotes the conditions necessary for individuals and communities to
thrive.

The five key elements of positive psychology identified by Seligman are:

Positive Emotion: This encompasses feelings such as pleasure, comfort, ecstasy, happiness, and overall
life satisfaction.

Engagement: This refers to activities or pursuits in which a person can become fully absorbed.

Relationships: This involves a sense of belonging and connection with others.

Meaning: Defined as “belonging to and serving something that you believe is bigger than self” (p. 17).

Accomplishment: This represents a sense of fulfillment and achievement.

Seligman asserts that these five factors, rather than happiness alone—which is a component of positive
emotion—are essential for an individual to experience a true sense of well-being.
Positive psychology, which focuses on well-being and aims to promote flourishing (Seligman, 2011), has
its relevance in language learning. Promoting a positive learning environment and highlighting positive
experiences can impact students’ perspectives and beliefs with regards to learning (MacIntyre & Ayers-
Glassey, 2022; Seligman, 2019). Integrating positive psychology interventions into the language
classroom can foster a learning environment (Hegelsen, 2016). Such interventions can heighten
students’ awareness of their strengths and positive aspects of their learning experience (Gregersen,
2019). This in turn, can boost their motivation and resilience, aiding them in maintaining their learning
journey (Dörnyei & Ushioda, 2021). In this practice-oriented paper, we will share five examples of
positive psychology interventions that we applied with our students.

releavence of positive psychology in language learning

Language learning is a long-term process that encompasses both positive and negative emotions
(Gregersen & MacIntyre, 2014; MacIntyre & Ayers-Glassey, 2022; Oxford, 2016). For some individuals, it
can be an enjoyable and exciting experience, while for others, it may lead to stress, demotivation, and
anxiety; it demands patience, perseverance, action, and courage (Gregersen & MacIntyre, 2014;
Williams et al., 2021). Additionally, learners' emotions and thoughts can vary significantly (Gregersen &
MacIntyre, 2014) based on factors such as test results, classroom dynamics, and performance. Emotions
play a crucial role in influencing learners' motivation (Dörnyei & Ushioda, 2021). For example, a highly
motivated learner might experience a decline in motivation after receiving a disappointing score (e.g., a
low TOEIC score). Conversely, a student who typically hesitates to participate in discussions may find
newfound motivation to engage after receiving positive feedback from teachers and peers (Ryan & Deci,
2017). Positive emotions can help sustain and enhance existing motivation, serving as "additional fuel"
for long-term engagement (Dörnyei & Ushioda, 2021, p. 85). Consequently, creating a positive learning
environment and emphasizing positive experiences can significantly impact learners' motivation
(Dörnyei & Ushioda, 2021), performance (Oxford, 2016), and their perspectives and beliefs about
learning (MacIntyre & Ayers-Glassey, 2022; Seligman, 2019). This underscores the importance of
positive psychology in education and its implementation in the classroom.Moreover, positive psychology
benefits not only students but also teachers. Who wouldn't want students who exhibit positive
emotions, engage actively in class activities, build strong relationships with peers, find meaning in their
learning experiences, and recognize their achievements? As Helgesen (2016) states, “happy, engaged
students learn more” (p. 321), which is a goal for all educators. Talbot (2022) encapsulates the
significance of well-being for both students and teachers with the following statement: “A positive
sense of well-being is a necessary condition for both language learners and language teachers; it forms
the foundation for successful teaching and successful learning and should be a central concern of
educational stakeholders seeking to support learners and teachers’ development” (p. 200).Teachers may
hesitate to implement additional classroom tasks aimed at promoting well-being, not necessarily due to
skepticism about their benefits, but because they often feel overwhelmed by existing responsibilities.
Many educators express concerns about lacking the time to complete required syllabus activities.
Helgesen (2016) suggests viewing positive psychology tasks as opportunities rather than obligations (p.
305). These tasks can serve as valuable chances to enhance well-being while also allowing students to
practice various language and reflective skills. Given the numerous advantages of fostering happy and
engaged learners, it is worthwhile to integrate these activities into the classroom.Research indicates
that positive psychological interventions (PPIs) can significantly benefit teachers by enhancing their job
satisfaction and engagement, which in turn positively influences student outcomes (Rahm & Heise,
2019). However, many teachers report time constraints as a barrier to participating in such programs
(Smith & Gillespie, 2007). Therefore, it is crucial to design interventions that are simple and easily
incorporated into everyday teaching practices (Dreer et al., 2017). By framing these tasks as
opportunities for professional growth and student engagement rather than additional burdens,
educators can create a more supportive and effective learning environment.

examples of positive psychology intervenions

In this section, we present five examples of positive psychology interventions that we have adapted
from the literature on positive psychology, advising, and reflective activities. The interventions include
Three Good Things, Confidence-Building Diary, Savoring, Action Logs, and Medal.

Three Good Things The first intervention is known as Three Good Things** (Helgesen, 2016) or the
**What-Went-Well** exercise (Seligman, 2011). This writing task encourages students to reflect on
positive events that occurred during their day and to consider the reasons why these events happened.
Regular practice of this exercise helps students develop the habit of noticing positive aspects in their
lives and can even contribute to reducing symptoms of depression (Seligman, 2011). To support
students in expressing their emotions and expanding their vocabulary, we recommend providing
linguistic resources such as a list of adjectives that denote positive emotions—examples include
*happy*, *excited*, *wonderful*, *motivated*, *cheerful*, and *comfortable*. Additionally, offering
linguistic scaffolding can facilitate this process (see Figure 1). This writing task can be assigned at the end
of each week or at the beginning of class. Ideally, it could serve as a warm-up activity where students
share one of their positive experiences. If time constraints prevent this, integrating it into the routine in
a manageable way is still beneficial.

The Confidence-Building Diary intervention involves students documenting instances where they
successfully used their language skills or overcame challenges in learning. By regularly reflecting on
these moments, students can build self-efficacy and recognize their progress over time.

The Savoring intervention encourages students to take time to appreciate positive experiences related
to their language learning. This could involve sharing enjoyable moments from class or reflecting on
personal milestones in their language journey. By savoring these experiences, learners can enhance
their emotional connection to the learning process.

Action Logs are a tool for students to track their daily activities related to language learning. Students
can note what actions they took to improve their skills and how they felt about those actions. This
reflection not only reinforces positive behaviors but also helps students identify effective strategies for
future learning.

Medal The intervention involves recognizing and celebrating achievements in language learning.
Students can create a "medal" system where they award themselves for reaching specific goals or
milestones. This practice reinforces a sense of accomplishment and motivates continued effort.

These interventions highlight the integration of positive psychology principles into language education,
aiming to foster well-being and enhance the overall learning experience for students.
conculsion In this paper, we have established the critical role of positive psychology in enhancing
language learning experiences. By integrating targeted interventions, EFL classrooms can become
environments that foster greater student engagement and well-being. The interventions showcased in
this paper may enhance the potential for learners’ positive emotions, engagement, positive
relationships, meaning-making, and achievement, which are the “five well-being pillars” (Butler & Kern,
2016, p. 2). We encourage EFL teachers to consider the benefits of the interventions discussed and to
make an effort to implement them in their classrooms. Research indicates that positive psychology
strategies can significantly improve students' emotional states and motivation, leading to better learning
outcomes (Reilly, 2021; Al-Jarf, 2022a). For instance, incorporating activities that promote positive
emotions has been shown to help students manage anxiety and develop a more positive attitude
towards language learning (Lee & Lee, 2021). Moreover, the implementation of confidence-building
diaries has proven effective in enhancing self-esteem and motivation among EFL learners (Shelton-
Strong & Mynard, 2021). These approaches not only benefit students but also contribute to a more
fulfilling teaching experience for educators. As Helgesen (2016) notes, fostering a positive classroom
environment ultimately leads to happier, more engaged students who are better equipped to learn.
Therefore, we hope that educators will embrace these strategies to create a more supportive and
effective language learning atmosphere.