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Emotional and Cognitive Changes in a PERMA-based University English Conversation Course: A Case Study.

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Bibliographic Details
Title: Emotional and Cognitive Changes in a PERMA-based University English Conversation Course: A Case Study.
Authors: Lee, Jee-Yeon1 jaylee0330@hnu.kr
Source: English Teaching. Spring2026, Vol. 81 Issue 1, p201-223. 23p.
Subject Terms: *Psychological adaptation, *Student engagement, *Collaborative learning, *Cognitive development, Positive psychology, Oral communication
Abstract: This study examines the impact of a university-level elective, Practical English Conversation, designed with Seligman’s (2011) PERMA framework, on students’ emotional and cognitive experiences. The course incorporated communicative speaking tasks and collaborative interaction in real-life contexts to promote positive emotion, engagement, relationships, meaning, and accomplishment in English language learning. Participants were 51 undergraduates from two sections of the course who completed both pre- and post-course surveys out of 63 enrolled students. Using a mixed-methods design, a 15-item PERMA-based questionnaire was administered at the beginning and end of the semester. Paired-sample t-tests showed significant improvements across the five PERMA domains. Qualitative reflections analyzed using NVivo further illustrated both supportive and challenging aspects of the course, including workload, speaking anxiety, and group participation dynamics. The findings provide preliminary insights into how PERMA-informed course design may shape learners’ emotional and cognitive experiences and contribute to a more supportive and reflective learning environment for students in university English communication classrooms and related learning contexts. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study examines the impact of a university-level elective, Practical English Conversation, designed with Seligman’s (2011) PERMA framework, on students’ emotional and cognitive experiences. The course incorporated communicative speaking tasks and collaborative interaction in real-life contexts to promote positive emotion, engagement, relationships, meaning, and accomplishment in English language learning. Participants were 51 undergraduates from two sections of the course who completed both pre- and post-course surveys out of 63 enrolled students. Using a mixed-methods design, a 15-item PERMA-based questionnaire was administered at the beginning and end of the semester. Paired-sample t-tests showed significant improvements across the five PERMA domains. Qualitative reflections analyzed using NVivo further illustrated both supportive and challenging aspects of the course, including workload, speaking anxiety, and group participation dynamics. The findings provide preliminary insights into how PERMA-informed course design may shape learners’ emotional and cognitive experiences and contribute to a more supportive and reflective learning environment for students in university English communication classrooms and related learning contexts. [ABSTRACT FROM AUTHOR]
ISSN:10177108
DOI:10.15858/engtea.81.1.202603.201