Applying PERMA to Develop College Students’ English Listening and Speaking Proficiency in China

Abstract

Positive Psychology is applied to broaden the learning of a second language, whose application in schools is referred to as Positive Education. The PERMA model (Positive emotions, Engagement, Relationships, Meaning, and Accomplishment) proposed by Seligman provides a way for positive education to flourish and open up a new perspective for Chinese scholars in different fields. Hence, the main focus of this study was to explore the effect of PERMA on students’ English listening and speaking competency in the Chinese context. This study used a quasi-experimental and a mixed method research design, which included developing a curriculum of PERMA in English speaking and listening, teaching intervention, and a speaking and listening competence test. A total of 240 students studying the same course from six classes, specializing in arts and science, participated in the teaching experiment with the same study level. A total of 110 students in the control group (CG) were taught using traditional teaching methods and the remaining 130 in the experimental group (EG) were subjected to a PERMA intervention for 14 weeks. The results of a one-way ANCOVA indicated a significant improvement in English listening and speaking proficiency of those in the experimental group due to the intervention of PERMA. The outcome of qualitative study conducted by semi-structured interview revealed that students had made progress in English pronunciation, oral expression in their speaking competency. They could also keep up with the speed of audio script and they understood key sentences and details in the listening process. The study pedagogically implicated that whole school approach, including the changes of curriculum, teaching skills, teacher education, and community involvement, should be explored for a new framework of Positive Language Education.