Fostering well-being in the university L2 classroom: the “I am an author” project

Abstract

Abstract This study explores the effect of a project-based learning module informed by the principles of the Deep Approach to World Language Education on students’ well-being in an advanced Italian language subject. Data were collected via a questionnaire (n = 21) created in light of Oxford’s EMPATHICS model of well-being. As part of this module, students were tasked with creating and self-publishing an illustrated story in Italian. Results indicate that the project contributed to students’ well-being, mostly because it enabled them to have an experience of authorship while also making a difference by supporting the local Italian community. Students were able to gain control of their learning by engaging in a task that they perceived as enriching and socially meaningful. The project also had a positive influence on students’ self-efficacy and self-concept, on their intrinsic motivation for learning Italian, as well as on their overall sense of belonging and accomplishment.