Effects of Positive Psychology Interventions in Second Language Learning and Well-being A Systematic Meta-Analytic Review

• In Event: Cognition, Emotion, Motivation, and Creativity: Evidence for Holistic Learning Design

Abstract

We conducted a systematic and meta-analytic review synthesizing current empirical studies examining the practices and impacts of positive psychology interventions (PPIs) in Second/Foreign (L2) learning context. Data were extracted from 26 papers, including 2717 L2 learners. Results revealed that 1) PPI can be defined, designed and delivered in different ways, in terms of its content, instructional design and delivery mode. 2) Post-test PPI showed a moderate to strong effect on three types of outcomes among L2 learners (i.e., L2 achievement, L2 learning process, and general well-being). 3) Further moderator analysis showed that some features could significantly shape the effects of PPI on these three outcomes respectively. These findings have practical implications for designing and evaluating future positive psychology interventions.

Authors

• Xinjie Chen, Chinese University of Hong Kong

• Maisie GLOFCHESKI, Chinese University of Hong Kong

• Zhenyi ZHOU, Chinese University of Hong Kong

• Jean Marc Dewaele, University of London