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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
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
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  Data: 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/
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  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.
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    PhysicalDescription:
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        PageCount: 23
        StartPage: 201
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Elective Courses
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Conversational Language Courses
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      – SubjectFull: Student Experience
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      – SubjectFull: Emotional Experience
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      – SubjectFull: Foreign Countries
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