Exploring Student Behavior in English Learning and Teaching through the Perspective of Positive Psychology

Wuyuan Guo

doi:10.6918/IJOSSER.202508_8(8).0015

Authors

Wuyuan Guo

DOI:

https://doi.org/10.6918/IJOSSER.202508_8(8).0015

Keywords:

Positive Psychology; English Language Learning; Educational Psychology; Student Motivation; Resilience in Education.

Abstract

This article explores the integration of positive psychology within English language learning and teaching, highlighting its significant impact on student behavior, motivation, and language proficiency. Drawing from a diverse array of studies, we examine positive psychology interventions such as growth mindset training, resilience-building activities, gratitude exercises, and strengths-based approaches, revealing their capacity to enhance student engagement, motivation, and overall language learning outcomes. By synthesizing findings from empirical research and aligning them with key theoretical frameworks—such as the broaden-and-build theory, growth mindset theory, self-determination theory, and resilience theory—the review finds how positive psychological principles can be effectively applied in English education settings to create a more supportive and effective learning environment. The analysis reveals that positive psychology not only contributes to improved language skills but also promotes a holistic educational experience by supporting students' psychological well-being and resilience. Our study offers evidence-based recommendations for educators and policymakers seeking to implement positive psychology principles within language instruction. This article highlights the benefits of positive psychology in English language education. It argues for a shift away from solely focusing on academic outcomes, instead advocating for the prioritization of student well-being as a key factor in language acquisition.

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