Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China

The second wave of positive psychology (PP 2.0) focuses on the way positive and negative psychology complement each other in social contexts. It offers a balanced interactive model that aims at enhancing the optimal learning outcome through the interplay of positive and negative emotions. Building o...

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Autores principales:	Yingna Wang, Mateusz Marecki
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	positive psychology SLA emotions classroom interaction EFL classrooms Psychology BF1-990
Acceso en línea:	https://doaj.org/article/1702799423ff436a91345a25628b5f58
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spelling	oai:doaj.org-article:1702799423ff436a91345a25628b5f582021-12-02T10:42:51ZPositive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China1664-107810.3389/fpsyg.2021.789579https://doaj.org/article/1702799423ff436a91345a25628b5f582021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.789579/fullhttps://doaj.org/toc/1664-1078The second wave of positive psychology (PP 2.0) focuses on the way positive and negative psychology complement each other in social contexts. It offers a balanced interactive model that aims at enhancing the optimal learning outcome through the interplay of positive and negative emotions. Building on a large qualitative study of students’ and teachers’ experiences in EFL classrooms in China, this paper argues that adopting the principles of PP 2.0 could deepen our understanding of learners’ emotional experience in SLA. Using one illustrative case, it shows the dynamic and complexity of students’ shifting emotions as they interact in the classroom over a span of 2 months. One major finding is that the students’ positive emotions could transcend negative emotions and influence their engagement in classroom interaction. This study contributes to the existing research into emotional experiences of classroom interaction that integrates the observable, reflective, and participatory. It draws on interrelated sets of data, including a student and teacher profile questionnaire, classroom observation and recording, student and teacher reflective journals documenting their classroom interaction experiences, and stimulated recall interviews based on recordings and reflective journals. The study in the first place has implications for English teachers and teacher trainers in China and abroad as well as researchers interested in the role of emotional experience in English language learning and teaching.Yingna WangMateusz MareckiFrontiers Media S.A.articlepositive psychologySLAemotionsclassroom interactionEFL classroomsPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	positive psychology SLA emotions classroom interaction EFL classrooms Psychology BF1-990
spellingShingle	positive psychology SLA emotions classroom interaction EFL classrooms Psychology BF1-990 Yingna Wang Mateusz Marecki Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China
description	The second wave of positive psychology (PP 2.0) focuses on the way positive and negative psychology complement each other in social contexts. It offers a balanced interactive model that aims at enhancing the optimal learning outcome through the interplay of positive and negative emotions. Building on a large qualitative study of students’ and teachers’ experiences in EFL classrooms in China, this paper argues that adopting the principles of PP 2.0 could deepen our understanding of learners’ emotional experience in SLA. Using one illustrative case, it shows the dynamic and complexity of students’ shifting emotions as they interact in the classroom over a span of 2 months. One major finding is that the students’ positive emotions could transcend negative emotions and influence their engagement in classroom interaction. This study contributes to the existing research into emotional experiences of classroom interaction that integrates the observable, reflective, and participatory. It draws on interrelated sets of data, including a student and teacher profile questionnaire, classroom observation and recording, student and teacher reflective journals documenting their classroom interaction experiences, and stimulated recall interviews based on recordings and reflective journals. The study in the first place has implications for English teachers and teacher trainers in China and abroad as well as researchers interested in the role of emotional experience in English language learning and teaching.
format	article
author	Yingna Wang Mateusz Marecki
author_facet	Yingna Wang Mateusz Marecki
author_sort	Yingna Wang
title	Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China
title_short	Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China
title_full	Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China
title_fullStr	Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China
title_full_unstemmed	Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China
title_sort	positive psychology 2.0 in a foreign language classroom: students’ emotional experience in english classroom interaction in china
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/1702799423ff436a91345a25628b5f58
work_keys_str_mv	AT yingnawang positivepsychology20inaforeignlanguageclassroomstudentsemotionalexperienceinenglishclassroominteractioninchina AT mateuszmarecki positivepsychology20inaforeignlanguageclassroomstudentsemotionalexperienceinenglishclassroominteractioninchina
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Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China

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