Emotional and Cognitive Changes in a PERMA-based University English Conversation Course: A Case Study.
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| Title: | Emotional and Cognitive Changes in a PERMA-based University English Conversation Course: A Case Study. |
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| 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] |
| Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194736117 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Emotional and Cognitive Changes in a PERMA-based University English Conversation Course: A Case Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lee%2C+Jee-Yeon%22">Lee, Jee-Yeon</searchLink><relatesTo>1</relatesTo><i> jaylee0330@hnu.kr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22English+Teaching%22">English Teaching</searchLink>. Spring2026, Vol. 81 Issue 1, p201-223. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Psychological+adaptation%22">Psychological adaptation</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+psychology%22">Positive psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194736117 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.15858/engtea.81.1.202603.201 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 201 Subjects: – SubjectFull: Psychological adaptation Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Cognitive development Type: general – SubjectFull: Positive psychology Type: general – SubjectFull: Oral communication Type: general Titles: – TitleFull: Emotional and Cognitive Changes in a PERMA-based University English Conversation Course: A Case Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lee, Jee-Yeon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10177108 Numbering: – Type: volume Value: 81 – Type: issue Value: 1 Titles: – TitleFull: English Teaching Type: main |
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