Effects of Well-being, Grit, Emotion Regulation, and Resilience Interventions on L2 Learners' Writing Skills

Positive emotions (pleasant or desirable situational responses) are proliferated in recent years and their effect on academic achievement has been documented in the literature, while their effect in the specific domain of second language learning (L2) remains underexplored. Since successful mastery...

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Veröffentlicht in:Reading & writing quarterly Jg. 39; H. 3; S. 228 - 247
Hauptverfasser: Shafiee Rad, Hanieh, Jafarpour, Aliakbar
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Routledge 04.05.2023
Taylor & Francis Ltd
Schlagworte:
Academic achievement
Achievement Gains
Classrooms
Competence
Emotional regulation
Emotional Response
Emotions
English (Second Language)
English as a second language learning
English language
Experimental Groups
Females
Foreign Countries
Intervention
Language acquisition
Learning
Persistence
Positive Attitudes
Positive emotions
Positive psychology
Program Effectiveness
Psychology
Resilience
Resilience (Psychology)
Resistance (Psychology)
Second Language Learning
Second language writing
Self Control
Skills
Teaching
Well Being
Writing
Writing Achievement
Writing Instruction
Writing Skills
Iran
ISSN:1057-3569, 1521-0693
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Zusammenfassung:Positive emotions (pleasant or desirable situational responses) are proliferated in recent years and their effect on academic achievement has been documented in the literature, while their effect in the specific domain of second language learning (L2) remains underexplored. Since successful mastery of an L2 is highly dependent on learners' positive emotions, therefore, enhancing these emotions can result in a higher level of proficiency. The current study was an effort to examine the role of well-being, grit, emotion regulation, and resilience interventions on both L2 learners' writing achievement and enhancement of their positive emotions well-being, grit, emotion regulation, and resilience in analysis. To this end, two intact classrooms (N Experimental = 36 and N Control = 34; age M = 21.67, SD = 1.23) were selected in an English language institute and received 10 sessions of writing instruction (both groups) and intervention (only experimental group). Data were gathered through writing tasks and questionnaires. Results suggest that positive emotions interventions have a positive and significant effect on L2 learners' well-being, grit, emotion regulation, and resilience in a writing classroom. Furthermore, we found that well-being, grit, emotion regulation, and resilience intervention can significantly improve L2 learners' writing skills. In sum, it can be suggested that employing positive emotions intervention not only can improve individuals' emotions but also can improve their learning skills. This study proposed that developing positive psychology may offer opportunities to improve affective, personal, and educational gains.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1057-3569
1521-0693
DOI:10.1080/10573569.2022.2096517