Department of English, Salman Farsi University of Kazerun, Kazerun, Iran.
Department of English Language and Literature, Faculty of Humanities, Persian Gulf University, Bushehr 75169, Iran.
J Psycholinguist Res. 2021 Oct;50(5):1159-1180. doi: 10.1007/s10936-021-09780-5. Epub 2021 Apr 28.
This study applies positive psychology to improve EFL learners' listening comprehension ability. To this aim, two groups of EFL learners (N = 45) participated in the study. The learners in the experimental group received the positive psychology intervention based on four components of positive psychology including hope, gratitude, emotion regulation, and empathy and those in the control group received the usual listening comprehension activities. The results including listening comprehension scores along with the analysis of the semi-structured interviews and class observations showed the effectiveness of the intervention, highlighting an increase in the students' listening comprehension scores. It was found that the experimental group experienced a range of positive and negative emotions, with positive emotions more than twice as frequent as negative emotions. The findings also showed that the intervention informed the instructor regarding specific areas where the learners encountered difficulty and in so doing, it allowed for applying appropriate strategies to help them overcome such problems. Finally, the theoretical and pedagogical implications of integrating positive emotions in foreign language teaching are discussed.
本研究将积极心理学应用于提高英语学习者的听力理解能力。为此，两组英语学习者（N=45）参与了这项研究。实验组的学习者接受了基于积极心理学的四个组成部分的积极心理学干预，包括希望、感恩、情绪调节和同理心，而对照组的学习者则接受了通常的听力理解活动。结果包括听力理解成绩以及半结构化访谈和课堂观察的分析表明了干预的有效性，突出了学生听力理解成绩的提高。研究发现，实验组经历了一系列积极和消极的情绪，积极情绪的频率是消极情绪的两倍多。研究结果还表明，该干预措施让教师了解了学习者遇到困难的具体领域，并在这种情况下，教师可以应用适当的策略来帮助他们克服这些问题。最后，讨论了将积极情绪融入外语教学的理论和教学意义。
