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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| Language: | English |
| Authors: | Jee-Yeon Lee |
| Source: | English Teaching. 2026 81(1):201-223. |
| Availability: | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Elective Courses, English (Second Language), Second Language Learning, Curriculum Design, Conversational Language Courses, Student Experience, Emotional Experience, Learning Experience, Foreign Countries, College Curriculum, Student Centered Learning, Student Welfare |
| Geographic Terms: | South Korea |
| ISSN: | 1017-7108 2671-9312 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504724 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1017-7108 2671-9312 |
