This paper focuses on Seligman’s (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers’ reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners’ well-being during and after a longitudinal classroom action research project in India. The original British Council study was not focused on well-being but instead on exploring the feasibility of working with children in partnership in classroom research. Teachers reported positive emotions, high levels of engagement, closer relationships with learners in their classes, and they also felt that their work became more meaningful and purposeful. Researching classrooms in partnership with children has the potential to promote many benefits for both learners and teachers, including increased levels of well-being. The paper argues therefore that working in partnership with learners may be an excellent starting point to promote well-being in any classroom.
{"title":"Teacher and learner well-being in collaborative classroom research","authors":"Annamaria Pinter","doi":"10.1093/elt/ccad060","DOIUrl":"https://doi.org/10.1093/elt/ccad060","url":null,"abstract":"This paper focuses on Seligman’s (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers’ reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners’ well-being during and after a longitudinal classroom action research project in India. The original British Council study was not focused on well-being but instead on exploring the feasibility of working with children in partnership in classroom research. Teachers reported positive emotions, high levels of engagement, closer relationships with learners in their classes, and they also felt that their work became more meaningful and purposeful. Researching classrooms in partnership with children has the potential to promote many benefits for both learners and teachers, including increased levels of well-being. The paper argues therefore that working in partnership with learners may be an excellent starting point to promote well-being in any classroom.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"7 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139464282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This introduction to the Special Issue on ‘Positive Psychology and Wellbeing’ begins by outlining the history and relevance of Positive Psychology (PP) for ELT. A key construct in PP is wellbeing, which all the papers in this Special Issue focus on. In this introductory article, we describe how the term wellbeing has been used and how it is defined in this collection. We discuss why wellbeing matters in language learning and teaching and point out some of the key controversies surrounding this term. We then introduce the nine articles highlighting their unique contributions to furthering our understandings in this field. We conclude by reflecting on key practical implications derived from the contributions and by presenting possible avenues for future research in this area. Our hope is that this collection of papers will serve as an impetus for innovations in practice, research, and theoretical thinking about this vitally important topic.
{"title":"Introduction to the special issue on positive psychology and wellbeing","authors":"Pia Resnik, Sarah Mercer","doi":"10.1093/elt/ccad064","DOIUrl":"https://doi.org/10.1093/elt/ccad064","url":null,"abstract":"This introduction to the Special Issue on ‘Positive Psychology and Wellbeing’ begins by outlining the history and relevance of Positive Psychology (PP) for ELT. A key construct in PP is wellbeing, which all the papers in this Special Issue focus on. In this introductory article, we describe how the term wellbeing has been used and how it is defined in this collection. We discuss why wellbeing matters in language learning and teaching and point out some of the key controversies surrounding this term. We then introduce the nine articles highlighting their unique contributions to furthering our understandings in this field. We conclude by reflecting on key practical implications derived from the contributions and by presenting possible avenues for future research in this area. Our hope is that this collection of papers will serve as an impetus for innovations in practice, research, and theoretical thinking about this vitally important topic.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"25 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139064482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years, an increasing drumbeat around emotion research in ELT has brought to the fore an appreciation of teacher psychology and the emotional underpinnings of the teacher–student relationship. This study explores how students report their teacher’s classroom behavior and how those observations lead learners to make broader impressions about the teacher’s mental state. As part of a larger study, 129 adult EFL students took a web survey about their teacher’s classroom behavior, perceived overall happiness, and their perceived wellbeing. Results revealed that teacher behavior was strongly correlated with perceived teacher wellbeing and happiness, meaning that based on how teachers behave in the classroom, students make far-reaching assumptions about their wellbeing beyond the classroom. Due to the phenomenon of emotional contagion, when students think their teachers are happy, they may also feel more positive emotions in the classroom. Suggestions for teachers are discussed, such as strategies for making the best of challenging situations and promoting healthy student relationships as a means to promote teacher and learner wellbeing. Suggestions for potential institutional changes are also made.
{"title":"Exploring teacher classroom behavior and wellbeing from the student perspective","authors":"Sharona Moskowitz","doi":"10.1093/elt/ccad062","DOIUrl":"https://doi.org/10.1093/elt/ccad062","url":null,"abstract":"In recent years, an increasing drumbeat around emotion research in ELT has brought to the fore an appreciation of teacher psychology and the emotional underpinnings of the teacher–student relationship. This study explores how students report their teacher’s classroom behavior and how those observations lead learners to make broader impressions about the teacher’s mental state. As part of a larger study, 129 adult EFL students took a web survey about their teacher’s classroom behavior, perceived overall happiness, and their perceived wellbeing. Results revealed that teacher behavior was strongly correlated with perceived teacher wellbeing and happiness, meaning that based on how teachers behave in the classroom, students make far-reaching assumptions about their wellbeing beyond the classroom. Due to the phenomenon of emotional contagion, when students think their teachers are happy, they may also feel more positive emotions in the classroom. Suggestions for teachers are discussed, such as strategies for making the best of challenging situations and promoting healthy student relationships as a means to promote teacher and learner wellbeing. Suggestions for potential institutional changes are also made.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"257 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139055905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Migrant families often invite grandparents to move to Australia when babies are born. In order to provide support to their families, many of these grandparents have to retire from their own professional careers and migrate to Australia to start new lives. Some speak English as an additional language, with or without formal education, prior to arriving in Australia. Once in Australia, these senior migrants can only access limited government-funded English learning, and they are frequently left to capitalize on informal learning. This paper discusses a case study of two Chinese-heritage senior migrants and the role English plays in their lives, and grandparenting in Australia. We argue that having the English capability for everyday activity within the family is key to their overall well-being, and that drawing directly on their past experiences and learning strengths can enhance their quality of life.
{"title":"Migrant grandparents in Australia: English learning and well-being","authors":"Alice Chik, Jill Murray","doi":"10.1093/elt/ccad061","DOIUrl":"https://doi.org/10.1093/elt/ccad061","url":null,"abstract":"Migrant families often invite grandparents to move to Australia when babies are born. In order to provide support to their families, many of these grandparents have to retire from their own professional careers and migrate to Australia to start new lives. Some speak English as an additional language, with or without formal education, prior to arriving in Australia. Once in Australia, these senior migrants can only access limited government-funded English learning, and they are frequently left to capitalize on informal learning. This paper discusses a case study of two Chinese-heritage senior migrants and the role English plays in their lives, and grandparenting in Australia. We argue that having the English capability for everyday activity within the family is key to their overall well-being, and that drawing directly on their past experiences and learning strengths can enhance their quality of life.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"1 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138690170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Giulia Sulis, Astrid Mairitsch, Sonja Babic, Sarah Mercer, Pia Resnik
Wellbeing is crucial for teachers, not only for themselves but also for ensuring that they teach to the best of their abilities. Thus, identifying ways of empowering teachers to take action to boost or maintain their wellbeing is vital. In this article, an ecological lens is adopted to understand what determines language teachers’ agency for wellbeing. A thematic analysis of in-depth interviews with 30 EFL teachers based in Austria revealed four key themes which help to explain how teachers exercise their agency for wellbeing. These are: triggers, reflection, affordances, and action. The results show that critical incidents in their personal and professional domains act as triggers drawing teachers’ attention towards their wellbeing and starting a process of deeper reflection. However, a prerequisite for taking action following this reflection appears to be a perceived sense of control about their ability to change things in their personal and professional lives.
{"title":"ELT teachers’ agency for wellbeing","authors":"Giulia Sulis, Astrid Mairitsch, Sonja Babic, Sarah Mercer, Pia Resnik","doi":"10.1093/elt/ccad050","DOIUrl":"https://doi.org/10.1093/elt/ccad050","url":null,"abstract":"Wellbeing is crucial for teachers, not only for themselves but also for ensuring that they teach to the best of their abilities. Thus, identifying ways of empowering teachers to take action to boost or maintain their wellbeing is vital. In this article, an ecological lens is adopted to understand what determines language teachers’ agency for wellbeing. A thematic analysis of in-depth interviews with 30 EFL teachers based in Austria revealed four key themes which help to explain how teachers exercise their agency for wellbeing. These are: triggers, reflection, affordances, and action. The results show that critical incidents in their personal and professional domains act as triggers drawing teachers’ attention towards their wellbeing and starting a process of deeper reflection. However, a prerequisite for taking action following this reflection appears to be a perceived sense of control about their ability to change things in their personal and professional lives.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"178 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138631482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although positive psychology (PP) is characterized as a tripartite approach to human flourishing that considers emotions, traits, and institutions, to date the role of institutions has been relatively overlooked. This is particularly problematic when exploring language teacher wellbeing because a teacher’s ability to thrive is also dependent upon the context in which they work. Combining the results of a web survey on teacher wellbeing with relevant concepts from PP on the collective responsibility of individuals and institutions, this study provides a podium from which teachers’ voices can be heard. When asked for specific advice on positively confronting challenges (particularly stemming from the Covid-19 pandemic), teachers’ recommendations coalesced around the four themes of doing your best: teaching practices, positive leadership, and positive attitudes and gratitude. The purpose of this study is to listen to teachers’ voices and provide implications for making more positive institutions.
{"title":"Language teacher wellbeing: an individual–institutional pact","authors":"Tammy Gregersen, Peter MacIntyre","doi":"10.1093/elt/ccad053","DOIUrl":"https://doi.org/10.1093/elt/ccad053","url":null,"abstract":"Although positive psychology (PP) is characterized as a tripartite approach to human flourishing that considers emotions, traits, and institutions, to date the role of institutions has been relatively overlooked. This is particularly problematic when exploring language teacher wellbeing because a teacher’s ability to thrive is also dependent upon the context in which they work. Combining the results of a web survey on teacher wellbeing with relevant concepts from PP on the collective responsibility of individuals and institutions, this study provides a podium from which teachers’ voices can be heard. When asked for specific advice on positively confronting challenges (particularly stemming from the Covid-19 pandemic), teachers’ recommendations coalesced around the four themes of doing your best: teaching practices, positive leadership, and positive attitudes and gratitude. The purpose of this study is to listen to teachers’ voices and provide implications for making more positive institutions.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"19 12","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article investigates the effectiveness of positive psychology interventions (PPIs) in an intensive English program for non-matriculated university students. Interventions based on the PERMA model were implemented through weekly 65-minute lessons given during the first class of each week. These were followed by short daily activities during the rest of the week. Using positive psychology topics as the content, students concurrently engaged in language learning activities. Each participant was asked to complete a questionnaire at the end of the semester consisting of five open-ended questions relating to the PPIs, the lessons, the activities, the topics, and how they felt the PPIs affected their language learning and their life outside of class. Two raters individually reviewed each student response and marked them as positive, neutral, or negative. On the whole, the learners viewed the PPIs as being helpful for their well-being without detracting from their linguistic development.
{"title":"Teaching positive psychology lessons in an intensive English program","authors":"Carolee Rogers, Benjamin L McMurry, Dan P Dewey","doi":"10.1093/elt/ccad052","DOIUrl":"https://doi.org/10.1093/elt/ccad052","url":null,"abstract":"This article investigates the effectiveness of positive psychology interventions (PPIs) in an intensive English program for non-matriculated university students. Interventions based on the PERMA model were implemented through weekly 65-minute lessons given during the first class of each week. These were followed by short daily activities during the rest of the week. Using positive psychology topics as the content, students concurrently engaged in language learning activities. Each participant was asked to complete a questionnaire at the end of the semester consisting of five open-ended questions relating to the PPIs, the lessons, the activities, the topics, and how they felt the PPIs affected their language learning and their life outside of class. Two raters individually reviewed each student response and marked them as positive, neutral, or negative. On the whole, the learners viewed the PPIs as being helpful for their well-being without detracting from their linguistic development.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"14 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Social-emotional learning (SEL) initiatives can have a positive effect on students’ emotions and well-being. However, SEL in ESOL classrooms remains underexplored. This article reports on a qualitative study which investigated ESOL learners’ perceptions of the effectiveness of SEL strategies in terms of their emotions and well-being. The study generated data using daily classroom observations, recorded classroom discussions, surveys, and artefacts. The analysis suggests students experienced positive emotions, such as happiness and feeling good and safe in the classroom as well as increased emotional awareness. The students highlighted the following strategies as being especially effective: restorative circles, letters to self, writing poetry, and classroom decorations. The findings demonstrate the need to embrace SEL practices as essential elements in ELT as they play a vital role in fostering students’ and teachers’ well-being, both within and beyond the classroom.
{"title":"Social-emotional learning in ESOL with ninth-grade newcomers","authors":"Luis Javier Pentón Herrera","doi":"10.1093/elt/ccad051","DOIUrl":"https://doi.org/10.1093/elt/ccad051","url":null,"abstract":"Abstract Social-emotional learning (SEL) initiatives can have a positive effect on students’ emotions and well-being. However, SEL in ESOL classrooms remains underexplored. This article reports on a qualitative study which investigated ESOL learners’ perceptions of the effectiveness of SEL strategies in terms of their emotions and well-being. The study generated data using daily classroom observations, recorded classroom discussions, surveys, and artefacts. The analysis suggests students experienced positive emotions, such as happiness and feeling good and safe in the classroom as well as increased emotional awareness. The students highlighted the following strategies as being especially effective: restorative circles, letters to self, writing poetry, and classroom decorations. The findings demonstrate the need to embrace SEL practices as essential elements in ELT as they play a vital role in fostering students’ and teachers’ well-being, both within and beyond the classroom.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"28 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135429897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Understanding and enhancing wellbeing are at the heart of positive psychology. Both ELT teachers and researchers have recently been urged to prioritize wellbeing in their teaching and research. However, far too little attention has been paid to wellbeing among ELT learners, especially from their own perspective. Accordingly, this study aimed at developing an understanding of ELT learners’ perceptions of their stressors in class and recommendations to improve their wellbeing. Out of eighty survey participants, we selected nine participants with the highest and nine participants with the lowest scores on a wellbeing measure. Then, we conducted oral survey interviews with each of these participants, and the data were analysed using qualitative content analysis. The findings indicated four main stressors for ELT learners: lack of preparation, assessment, speaking English, and lack of understanding. Participants also made several recommendations to teachers, the university, and for themselves which they believe would help enhance their wellbeing.
{"title":"Towards English language learners’ wellbeing: Contributing factors and stressors","authors":"Gholam Hassan Khajavy, Mahdieh Vaziri","doi":"10.1093/elt/ccad048","DOIUrl":"https://doi.org/10.1093/elt/ccad048","url":null,"abstract":"Abstract Understanding and enhancing wellbeing are at the heart of positive psychology. Both ELT teachers and researchers have recently been urged to prioritize wellbeing in their teaching and research. However, far too little attention has been paid to wellbeing among ELT learners, especially from their own perspective. Accordingly, this study aimed at developing an understanding of ELT learners’ perceptions of their stressors in class and recommendations to improve their wellbeing. Out of eighty survey participants, we selected nine participants with the highest and nine participants with the lowest scores on a wellbeing measure. Then, we conducted oral survey interviews with each of these participants, and the data were analysed using qualitative content analysis. The findings indicated four main stressors for ELT learners: lack of preparation, assessment, speaking English, and lack of understanding. Participants also made several recommendations to teachers, the university, and for themselves which they believe would help enhance their wellbeing.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"50 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135775227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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