STUDENTS' PERCEPTIONS ON POSITIVE PSYCHOLOGY IN ENGLISH LEARNING AT THANH DONG UNIVERSITY

Abstract

The study aims to explore university students’ perceptions of positive psychology (PP) in English language learning, examining the relationships among students’ emotional experience and enjoyment, their anxiety, and their multicultural traits and personal dispositions. The study engaged 63 participants from diverse majors, utilizing Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCAS), and Multicultural Personality Traits (MPQ) questionnaires. Findings revealed that students experienced favorable levels of FLE and MPQ, suggesting a potential positive impact of emotional well-being on intercultural attributes. However, the study also highlighted a moderate level of FLCAS, emphasizing the importance of addressing language-related anxiety within the classroom. In addition, a positive correlation between FLE and MPQ indicated that students experiencing higher enjoyment levels additionally demonstrated more positive multicultural traits. In contrast, a negative correlation between FLCAS and MPQ revealed that students with greater language anxiety tended to possess fewer positive multicultural attributes. These outcomes underscored the complex interplay between emotions, anxiety and intercultural competencies within the language learning context. The results suggested integrating strategies to enhance positive emotions and alleviate anxiety within language classrooms, fostering a conducive environment for intercultural skill development. The study also underscored the need to incorporate multicultural content to harness emotional well-being for improving intercultural competence. Additionally, recommendations encompassed adopting student-centered approaches and supportive resources to ensure holistic language acquisition experiences.