Abstract
This article presents an empirical study exploring the impact of positive psychology incorporation in Spanish as a Foreign Language (SFL) classrooms, focusing on haiku and digital multimodal composition. The research investigates whether teaching experiences based on digital multimodal compositions and poetic skills enhance students’ enjoyment in the SFL classroom. The study used an online questionnaire with quantitative and qualitative data collection methods. It highlights the potential of literature teaching, digital multimodal composition, and positive psychology in SFL classrooms, offering valuable insights for further exploration to enhance students’ enjoyment and learning experiences.
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