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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 36:2 (2023) ► pp.357–385

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Positivity in the English language learning classroom

Analyzing teacher-student moments of contact

ORCiD logo with link | Universitat de Lleida
Published online: 7 April 2023
DOI logo with link
https://doi.org/10.1075/resla.20057.die
Abstract
Positive Psychology was introduced in Second Language Acquisition research in order to explore how positivity can be experienced in the classroom so that learners can flourish in their language learning processes even in averse circumstances (see MacIntyre, P. D. & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. SSLLT, 2(2), 193–213. Google Scholar logo with link to Google Scholar). Drawing on theories from Positive Psychology (Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. Google Scholar logo with link to Google Scholar, (2013). Love 2.0. Hudson Street Press.Google Scholar logo with link to Google Scholar), this study explores moments of positive contact between teacher and students (see Korthagen, F. A., Attema-Noordewier, S., & Zwart, R. C. (2014). Teacher–student contact: Exploring a basic but complicated concept. Teaching and Teacher Education, 401, 22–32. Google Scholar logo with link to Google Scholar) via (1) students’ self-reported accounts of their experiences in English learning contexts through four interviews and three focus groups; and (2) observable classroom practices through audio/video recordings of six class sessions. Findings reveal that positive emotion, which is co-constructed by both teacher and student(s) in in-situ interaction, seems to benefit the learner at multiple levels (emotionally, behaviorally, motivationally and cognitively), to contribute to creating rapport between them, and to help fulfill various foreign language learning-related goals.
Resumen
Positividad en la clase de lengua inglesa: Analizando momentos de contacto profesor-alumno
La Psicología Positiva se introdujo en la investigación sobre adquisición de segundas lenguas para explorar cómo se puede experimentar la positividad en el aula con el fin de que los alumnos puedan prosperar en sus procesos de aprendizaje de idiomas incluso en circunstancias adversas (véase MacIntyre, P. D. & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. SSLLT, 2(2), 193–213. Google Scholar logo with link to Google Scholar). Basándose en las teorías de la Psicología Positiva (Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. Google Scholar logo with link to Google Scholar, (2013). Love 2.0. Hudson Street Press.Google Scholar logo with link to Google Scholar), este estudio explora momentos de contacto positivo entre la profesora y los estudiantes (ver Korthagen, F. A., Attema-Noordewier, S., & Zwart, R. C. (2014). Teacher–student contact: Exploring a basic but complicated concept. Teaching and Teacher Education, 401, 22–32. Google Scholar logo with link to Google Scholar) a través de (1) los relatos de los estudiantes sobre sus experiencias en contextos de aprendizaje de inglés a través de cuatro entrevistas y tres grupos focales; y (2) las prácticas observables en el aula a través de grabaciones de audio/video de seis sesiones de clase. Los resultados revelan que la emoción positiva, la cual es co-construida por la interacción in-situ de la profesora y los estudiantes, beneficia al alumno a múltiples niveles (emocional, conductual, motivacional y cognitivo), contribuye a crear una relación entre ellos, y ayuda a cumplir varios objetivos relacionados con el aprendizaje de lenguas extranjeras.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Emotions and Positive Psychology in SLA
    • 2.2Teacher-student contact and positivity resonance
  • 3.Method
    • 3.1Context and data collection
    • 3.2Data analysis
  • 4.Findings
    • 4.1Teacher-student contact in self-reported accounts
    • 4.2Positive teacher-student contact in classroom-observed interaction
      • 4.2.1Correcting and providing feedback with kindness
      • 4.2.2Explaining and helping students while promoting self-sufficiency
      • 4.2.3Praising and motivating students
      • 4.2.4Engaging in casual conversations and using humor to encourage speaking
      • 4.2.5Paying attention to students and caring about them and their opinions
  • 5.Discussion
    • 5.1Limitations and further research
  • 6.Conclusions
  • Acknowledgements
  • References
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