Dataset Information

Positive Psychology and SLA Revisited: Unearthing Positive Emotions in EFL Classrooms.

ABSTRACT: Positive psychology focuses on the constructive effects of positive emotions on human behavior. Considering the recent plethoric research on positive emotions and SLA, this study pursues two important aims. The first aim is to find out whether there is any significant disparity between EFL teachers' and learners' views on an inventory of positive psychology in language learning (IPPLL) which was fostered by researchers. The second goal is to find out whether teachers' practices conform to their views on IPPLL and those expressed in the interview which was conducted with them. To this end, a 54-item questionnaire was developed and the revised questionnaire was administered to 385 learners. The results indicated that the teachers, in comparison with the learners, scored higher on all categories of the IPPLL. Moreover, unlike what they had expressed on the questionnaire and in the interview, the teachers did not capitalize on positive emotions as evinced in both teachers' practice and learners' experience with learning English. Implications of the findings for teacher education courses are presented.

SUBMITTER: Oladrostam E

PROVIDER: S-EPMC9271923 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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Positive Psychology and SLA Revisited: Unearthing Positive Emotions in EFL Classrooms.

Oladrostam Elnaz E Rezaee Abbas Ali AA Nushi Musa M

Frontiers in psychology 20220627

Positive psychology focuses on the constructive effects of positive emotions on human behavior. Considering the recent plethoric research on positive emotions and SLA, this study pursues two important aims. The first aim is to find out whether there is any significant disparity between EFL teachers' and learners' views on an inventory of positive psychology in language learning (IPPLL) which was fostered by researchers. The second goal is to find out whether teachers' practices conform to their ...[more]

PMID: 35832919

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Project description:Various studies have extensively examined classroom communication patterns in active language learning classrooms at higher education levels. However, research in the Ethiopian context is limited. While these studies contribute significantly to the field, they neglect to explore classroom communication patterns in reflective classroom practices. This study aimed to evaluate the communication patterns used by English as foreign language instructors in facilitating reflective learning within the Communicative English Language Skill Course at Hawassa University. Guided by constructivist theory, the research adopted a descriptive qualitative case study design within the interpretative paradigm. Ten certified Higher Diploma Program instructors teaching the course were purposefully selected for data collection through classroom observation and semi-structured interviews. Both datasets were audio-recorded, transcribed, and thematically analyzed. The findings revealed three communication patterns: instructorto-student, student-to-student, and student-to-instructor. The instructor-to-student pattern was the most commonly observed across all classes, characterized by instructors posing questions and students engaging in individual and collective reflection. However, the student-to-student pattern was rarely observed, particularly during group activities, and students often struggled to express their views due to time constraints. Additionally, there was limited communication between students and instructors, even when students had the opportunity to ask questions or give feedback. Despite instructors' efforts to establish rapport with students, reflective learning was not adequately facilitated through student-to-student and student-to-instructor communications. In conclusion, communication patterns in fostering reflective learning faced limitations, primarily due to insufficient opportunities for student reflection and inadequate time allocation for the reflection process, impacting its effectiveness.

Project description:ObjectiveDespite the clear benefits of physical activity and related behaviors on prognosis, most patients experiencing an acute coronary syndrome (ACS) remain nonadherent to these behaviors. Deficits in positive psychological constructs (e.g., optimism) are linked to reduced participation in health behaviors, supporting the potential utility of a positive psychology (PP)-based intervention in post-ACS patients. Accordingly, we aimed to identify optimal components of a PP-based intervention to promote post-ACS physical activity.MethodsAs part of a multiphase optimization strategy, we completed a randomized factorial trial with eight conditions in 128 post-ACS patients to efficiently identify best-performing intervention components. All participants received a PP-based intervention, with conditions varying in duration (presence/absence of booster sessions), intensity (weekly/daily PP exercises), and content (PP alone or combined with motivational interviewing), allowing three concurrent comparisons within the trial. The study aims included assessments of the overall feasibility, acceptability, and impact of the intervention, along with the primary aim of determining which components were associated with objectively measured physical activity and self-reported health behavior adherence at 16 weeks, assessed using longitudinal models.ResultsThe intervention was well accepted and associated with substantial improvements in behavioral and psychological outcomes. Booster sessions were associated with greater activity to a nearly significant degree (β = 8.58, 95% confidence interval = -0.49-17.65, effect size difference = .43, p = .064), motivational interviewing was associated with overall adherence (β = 0.95, 95% confidence interval = 0.02-1.87, effect size difference = .39, p = .044), and weekly exercise completion was generally superior to daily.ConclusionsThese findings will enable optimization of the PP-based intervention in preparation for a well-powered controlled trial.Clinical trial registrationClinicaltrials.gov, NCT02754895.

Project description:Until recently, research in animal welfare science has mainly focused on negative experiences like pain and suffering, often neglecting the importance of assessing and promoting positive experiences. In rodents, specific facial expressions have been found to occur in situations thought to induce negatively valenced emotional states (e.g., pain, aggression and fear), but none have yet been identified for positive states. Thus, this study aimed to investigate if facial expressions indicative of positive emotional state are exhibited in rats. Adolescent male Lister Hooded rats (Rattus norvegicus, N = 15) were individually subjected to a Positive and a mildly aversive Contrast Treatment over two consecutive days in order to induce contrasting emotional states and to detect differences in facial expression. The Positive Treatment consisted of playful manual tickling administered by the experimenter, while the Contrast Treatment consisted of exposure to a novel test room with intermittent bursts of white noise. The number of positive ultrasonic vocalisations was greater in the Positive Treatment compared to the Contrast Treatment, indicating the experience of differentially valenced states in the two treatments. The main findings were that Ear Colour became significantly pinker and Ear Angle was wider (ears more relaxed) in the Positive Treatment compared to the Contrast Treatment. All other quantitative and qualitative measures of facial expression, which included Eyeball height to width Ratio, Eyebrow height to width Ratio, Eyebrow Angle, visibility of the Nictitating Membrane, and the established Rat Grimace Scale, did not show differences between treatments. This study contributes to the exploration of positive emotional states, and thus good welfare, in rats as it identified the first facial indicators of positive emotions following a positive heterospecific play treatment. Furthermore, it provides improvements to the photography technique and image analysis for the detection of fine differences in facial expression, and also adds to the refinement of the tickling procedure.

Dataset Information

Positive Psychology and SLA Revisited: Unearthing Positive Emotions in EFL Classrooms.

Publications

Positive Psychology and SLA Revisited: Unearthing Positive Emotions in EFL Classrooms.

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