Enhancing College English Teachers’ Instructional Adaptability through Positive Psychological Resources

Yingchen Wang

doi:10.6918/IJOSSER.202607_9(7).0016

Authors

Yingchen Wang College of Technology, Hubei Engineering University, Xiaogan, China

DOI:

https://doi.org/10.6918/IJOSSER.202607_9(7).0016

Keywords:

Positive psychological resources, college English, instructional adaptability, emotion regulation; teacher development.

Abstract

In today’s college English classroom, many teachers face a familiar set of problems. Students may look at the screen but lose attention quickly. Some students avoid speaking because they are afraid of making mistakes. Others depend too much on translation apps or wait for the teacher to give the answer. These situations make teaching adjustment a real part of daily work, not just a theoretical issue. Based on positive psychology, psychological capital theory, teacher adaptability studies, and research on language teacher emotion regulation, this paper discusses how positive psychological resources may support college English teachers’ instructional adaptability. The paper focuses on hope, optimism, resilience, self-efficacy, professional meaning, and supportive relationships. It argues that these resources help teachers keep teaching goals in mind, read classroom problems more calmly, control negative emotions, and choose more suitable teaching strategies. The paper also suggests practical ways to improve classroom interaction, language scaffolding, feedback, teacher learning communities, and school-based support.

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References

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