Selami Aydın, a professor in the Department of English Language Teaching at Istanbul Medeniyet University, focuses on the psychological and technological dimensions of language education. His research examines affect, emotion, and technology in developing basic language skills. He teaches undergraduate and graduate programs, focusing on technology, psychology, research skills, and statistics. Email: selami.aydin@medeniyet.edu.tr, https://orcid.org/0000-0003-1614-874X

 

Abstract

This paper aims to introduce the Positive Language Teaching Approach (PLT hereafter), an innovative approach combining positive psychology principles with language learning and teaching to enhance linguistic competence and emotional resilience. The approach is introduced through its theoretical foundations in the PERMA model, emphasizing its potential to foster meaningful, engaging, and collaborative learning experiences. After synthesizing previous research, the components, principles, and limitations of PLT are discussed. Critiques of PLT highlight challenges such as cultural adaptability, resource demands, and limited alignment with standardized testing and traditional evaluation systems. The paper recommends further research to develop standardized tools, conduct longitudinal studies, and examine the scalability of the approach across diverse educational contexts.

 

Introduction

Learning a foreign language is of vital importance for several reasons. From the broadest perspective, it enables interaction and communication in the target language among individuals (Wang et al., 2020). In this way, learners can better understand the target culture within local and global relations, develop cultural awareness, sensitivity, and empathy, and gain insights into different cultures (Mercer, 2016). From an individual perspective, language learning is beneficial for cognitive development and flexibility since it enhances problem-solving and critical thinking skills and develops memory (Li, 2016). Thus, the process effectively increases self-confidence, self-efficacy, sense of accomplishment, and personal and professional development resilience. Regarding the academic and professional benefits, knowing a foreign language is valuable in academic life since it provides opportunities for international collaborations and contributions to a wide variety of fields such as education, science, technology, and art (Park, 2022). Considering the importance of learning foreign languages, many educational systems around the globe pay special attention to teaching foreign languages, specifically English, the lingua franca of our age. Nevertheless, foreign language learning is not a problem-free area. 

Despite its benefits, foreign language learners suffer from several issues. For example, foreign language anxiety is a considerable affective state that may result in avoidance of using the new language (Horwitz et al., 1986). The components, fear of negative evaluation, test anxiety, and communication apprehension, adversely affect learners’ performance and create a barrier to learning. Learners also suffer from demotivation and amotivation (Aydın, 2020). When their needs, expectations, and interests are not considered in the teaching context, they experience disengagement in the activities and tasks and a low level of motivation toward learning (Jang, 2008). These problems result in low self-confidence, low competence and performance, and negative perceptions and attitudes towards language learning (Clément et al., 1994). From a traditional foreign language learning perspective, it is natural to emphasize the linguistic and cognitive elements in the process. On the other hand, linguistic and cognitive-focused learning aims may be the sources of the above-mentioned problems. In other words, a lack or less emphasis on positive elements such as positive emotions, engagement, good relations, meaning, and accomplishments may make the learning process mechanical and cause disconnection, demotivation, isolation, stress, and anxiety (Falout, 2012). Thus, it is evident that positive psychology elements should be incorporated into the foreign language learning process regarding their benefits clarified below. 

Positive psychology elements may have significant contributions to foreign language learning (H. Wang et al., 2021). First, prioritizing positive emotions in language classes triggers learners’ curiosity, joy, and excitement (Oxford, 2016); thus, they can cope with negative emotions and affect such as communication apprehension and fear of negative evaluation. Second, engagement in activities and tasks is helpful for developing their basic language skills and knowledge areas (Halici Page & Mede, 2018). This flow seems quite effective for fluency and accuracy in productive skills. Third, positive relationships in language classes develop belonging to a group and providing support from the teacher and students (Osterman, 2023). When learners feel comfortable in classroom settings, they can develop their intra-personal and interpersonal skills, resulting in interaction and communication in the target language. Fourth, having a purpose relevant to language learning is an ideal way to increase motivation and long-term retention for learning the target language (Busse & Walter, 2013). The meaningful goals in language learning are also effective for career planning and creating cultural connections. Fifth and last, focusing on achievements among learners develops self-confidence, language competence, and performance (Clément et al., 1994). For instance, small achievements such as learning new words or completing a short conversation can motivate learners to learn new opportunities and achieve long-term goals in their language learning adventure. However, it is impossible to state that the contributions of the positive psychology elements can be obtained within the scope of current language teaching approaches, methods, and techniques.   

There is a strong need to evaluate some of the current approaches, methods, and techniques from the perspective of positive psychology. To begin with, the Grammar-Translation Method focuses on translation and grammar, prioritizes error correction and memorization (Nisha, 2024), prevents joy and curiosity, and finally causes frustration among learners. Moreover, since isolated accuracy that does not depend on real-life context is emphasized, learners cannot have the opportunity for active, real, and meaningful language use. It is also teacher-centered, with limited interaction with peers; thus, learners do not have collaboration, meaning, and relationships, which are the important elements of positive learning environments. The audio-lingual method depends on rote memorization for building habits through repetition drills (Kleser, 1971), which are found to be monotonous and disengaged among learners. Furthermore, since the method also emphasizes error correction, learners feel high pressure and lack resilience in classes. Since the method does not involve collaborative and interactive activities, there is no opportunity to create meaningful peer connections. While the direct method emphasizes listening and speaking skills (Richards & Rodgers, 2014), the environment controlled by the teacher is not suitable for collaboration and peer interactions. Thus, it can be pointed out that the method fails to present positive and supportive environments. Moreover, the target language-only principle results in anxiety, specifically among young learners who experience difficulties in understanding the target language. Thus, it can be noted that the direct method ignores personal connections, lacks flexibility, and reflects on the meaning of learning a new language. Silent way emphasizes self-discovery with minimal teacher intervention and peer interaction (Stevick & Gattegno, 1974) that may cause feeling unsupported. Thus, young learners may feel anxious due to the lack of guidance, need to challenge on their own, and decrease their self-confidence and enjoyment levels in learning the new language. Moreover, due to the lack of interaction, learners with isolated learning experiences may successfully develop positive emotions and collaborations. In activities that do not promote self-efficacy, learners who need to be challenged may experience reduced motivation and persistence. Another approach is Communicative Language Teaching, which prioritizes interaction and communication in a collaborative environment (Larsen-Freeman, 2020). Since the main focus is on communicative competence, beginners feel anxious and inadequate. In other words, Communicative Language Teaching may lack strategies for supporting positive emotions since fluency and real-time communication among learners may trigger stress and anxiety without emotional reinforcement and support. Thus, the process may result in disinterest and demotivation in terms of experiencing meaning and communicative effectiveness. Last, Task-based Language Teaching focuses on completing specific language tasks rather than using a learner-centered approach (Hismanoglu & Hismanoglu, 2011). Within the scope of the method, learners mostly perceive learning as completing a checklist. The rigid focus on tasks creates pressure among learners since there is no flexibility and space for emotional connections. In addition, while the tasks are designed to simulate real-life situations, they may not align with learners’ expectations, needs, and interests which are necessary to increase intrinsic motivation. In conclusion, the reevaluations of the above-mentioned teaching approaches, methods, and techniques show that formulating a novel language teaching approach, including positive psychology, is necessary, as detailed below.  

As clarified above, foreign language learning brings certain advantages such as cognitive development and flexibility, professional growth, cultural awareness, problem-solving, and critical thinking skills among individuals regardless of formal or informal learning settings. On the other hand, learners experience negative perceptions and attitudes, negative emotions, and affective states such as anxiety, demotivation, and the lack of self-confidence in the learning process. Moreover, current methods seem limited within the scope of developing positive emotions, engagement, relationships, meaning, and accomplishments in the mentioned process. In other words, a novel language teaching approach, namely the Positive Language Teaching Approach, is proposed for several reasons. First, since traditional methods ignore learners’ emotional needs, which are vital in motivation and engagement in language learners, positive psychology elements can help learners foster emotional support, resilience, and joy. In this way, it is expected that learners can develop intrinsic motivation, excitement, and curiosity in learning environments that value positive emotions. Second, since language learning includes challenges that cause disengagement, fear, and apprehension, supportive relationships will develop intra- and interrelations, resilience, self-confidence, and self-efficacy. Third, considering that language is inherently social, while most teaching methods are teacher-centered, a positive approach can provide meaningful collaborations and the development of belonging to a group. Fourth and last, the positive principles of foreign language learning may also result in well-being. This bidirectional relation between foreign language learning and well-being will contribute to both learning and happiness and well-being among individuals regarding linguistic and emotional needs (Aydın, 2024). However, before combining the dynamics of foreign language learning and elements of positive psychology, there is a need to draw a theoretical framework. 

 

Theoretical framework for PLT 

Positive psychology emerged as a response to the limitations of general psychology and shifted the focus from addressing deficits to cultivating strengths, happiness, and well-being (Alex Linley et al., 2006). In the broadest perspective, positive psychology promotes fulfillment, satisfaction, and resilience and recognizes that physical and mental health is not beyond positive emotional and affective states (Seligman & Csikszentmihalyi, 2000). Thus, the elements of positive psychology offer a framework for enhancing life in the broadest sense. Positive psychology proposes the PERMA model, which includes positive emotions, engagement, relationship, meaning, and accomplishment, which are also relevant in language learning (Seligman, 2018). Below, how these elements inform the PLT is presented. 

Positive emotions include feelings of hope, gratitude, curiosity, excitement, and joy. These feelings are experienced because of achievements and the essential components of well-being. They also broaden individuals’ perspectives, promote resilience, and encourage creativity (Fredrickson, 2004). However, the current approaches and methods often produce stress and anxiety among learners due to certain reasons, such as error and mistake correction, memorization, and examinations. A positive language learning environment can foster joy and curiosity among learners through enjoyable interactions and communications, including celebrating small achievements, humor, and rich materials designed according to learners’ interests. In this way, learners enjoy learning the new language, manage the challenges and problems throughout the process, experience less anxiety and stress, and actively participate in the activities and tasks. 

Engagement involves the experience of being absorbed in an activity that results in flow (Csikszentmihalyi, 2020) when there is a balance between proficiency level and challenge experienced. This balance can lead learners to have optimal learning and personal growth. Within this scope, when teaching activities and tasks are presented in accordance with learners’ proficiency levels, they can achieve flow. These activities may involve role-playing and projects within the scope of individual and collaborative problem-solving skills designed according to learners’ proficiency levels, attention, and interests. Moreover, engagement in language learning can be promoted through meaningful and varied activities, including games, storytelling, and real-life simulations for developing fluency and accuracy in both a natural and focused manner. In this way, learners can acquire language knowledge and skills, have a deeper understanding of the target language, and develop a life-long language learning motivation. 

Positive and supportive relationships are vital for well-being since they provide belonging to a group, encouragement, and mutual understanding (Wissing et al., 2021). Those social connections offer emotional support, build resilience, and contribute to supportive and sustainable learning environments. Since language learning involves a social process that depends on interaction, communication, and collaboration, a language learning environment can include peer and group collaborations, discussions, and rapport between the teacher and students. In this way, creating a language classroom culture that values respect and empathy is possible. This culture can also allow learners to feel safe since they feel free to express themselves regardless of making mistakes and errors, which are strong sources of anxiety. When learners feel that their peers and teachers support them, they can easily engage in authentic materials and communication by taking risks while using the language and developing a sense of community, enhancing the language learning experience. 

Meaning is the sense of purpose served by actions and efforts (Rosso et al., 2010). Learners who find fulfillment in activities depending on their goals can experience higher intrinsic motivation, satisfaction, and perseverance. From this perspective, it is possible to point out that learners are connected to their personal goals, such as having promising careers, understanding the target culture, and obtaining academic achievements. Thus, teachers can incorporate and implement the cultural elements of the target culture into teaching content, discuss the benefits of learning a new language, and encourage learners to reflect on how language learning brings opportunities. When learners understand the relevance of their effort, they can feel engaged, motivated, and persistent in overcoming the problems they encountered in the language learning process. 

Accomplishment involves achieving goals and gives learners a sense of competence and pride. It is not only about the extrinsic and intrinsic motivation that stems from progress, mastery, and growth (Seligman, 2018). Some small achievements in language classes may include completing an exercise, learning a new grammatical structure, or having a conversation, which can positively influence learners’ self-efficacy. By defining goals, providing relevant and meaningful context, and providing gentle feedback, the teacher can develop confidence and long-term motivation regarding learning and using the target language among learners. Moreover, focusing on even small accomplishments increases intrinsic motivation, resilience, and commitment in terms of the language learning process. 

In summary, it is possible to note that the elements of positive psychology, consisting of positive emotion, engagement, relationships, meaning, and accomplishment, are applicable to foreign language learning for several reasons. First, positive emotions such as hope, joy, and curiosity can foster resilience and creativity, promote enjoyment, and reduce anxiety. Second, engagement is achieved when tasks and activities that lead to flow are designed in accordance with learners’ proficiency levels. Third, supportive relationships such as collaborative activities and the rapport between the teacher and students create a sense of belonging and provide authentic communication. Fourth, when learners connect language learning to their personal goals, they feel motivated and satisfied in the language learning process. Last, focusing on progress helps to build self-efficacy among learners. To this end, it can be inferred that the framework that integrates well-being into learning can create a sustainable language learning process, whereas language learning fosters individual well-being. However, the current research results should also evaluate the combination of positive psychology and foreign language learning. 

 

Research results

Research shows that using positive psychology elements positively affect the language learning process and that there is a bidirectional positive relationship between language learning and well-being. For instance, the factors in relation to positive psychology, including positive emotions, mutual and interpersonal relationships, social bonds, and teachers’ friendly behaviors, develop enjoyment, and improve classroom interactions in language learning. In addition, flow predicts willingness to communicate in the target language. In a bidirectional way, language learning also enhances motivation, satisfaction, well-being, self-discovery, and positive emotions. From this perspective, trait emotional intelligence predicts language learning outcomes and positively correlates with enjoyment and achievement in the target language. Moreover, using elements of positive psychology enhances positive self-image, prevents negative thinking, and increases well-being among language learners (Aydın & Tekin, 2023). 

Research also indicates that using positive psychology elements decreases anxiety, enhances motivation, and increases achievement and performance in the target language. First, there is a negative correlation between anxiety and enjoyment. For example, the interventions including reappraisals, reminiscing, contracting, performance-approach goals, teacher friendliness, and peer-related experiences within the scope of positive psychology are effective in decreasing the level of foreign language anxiety, increasing engagement, and enhancing self-efficacy and foreign language enjoyment. Second, positive psychology in language learning enhances motivation among learners. Mature relationships, for instance, positively affect motivation and engagement. Positive reappraisals and diary-keeping also improve engagement, motivation, and satisfaction and foster resilience. Contrarily, language learners suffer from demotivation due to teachers who are not aware of the mediating role of positive psychology, while teacher happiness is a strong source of motivation. Third, positive elements are considerably related to achievement and performance in the target language (Aydın & Tekin, 2023). 

Using positive psychology elements improves basic language skills and knowledge areas. Reminiscing, for example, is considerably effective in progressing in listening, speaking, reading, writing, pronunciation, vocabulary, and grammar. Positive psychology interventions, including emotion regulation, hope, gratitude, and empathy, are helpful for developing listening comprehension, reading, and writing. Picture books, including the elements of positive psychology within the scope of dialogic reading techniques, develop literacy skills, vocabulary, syntax, and creativity among learners (Aydın & Tekin, 2023).    

The above research synthesis shows that positive psychology elements positively affect language learning. Studies also demonstrate a bidirectional relationship between positive psychology and language learning. In other words, while positive emotions, interpersonal relationships, and teacher-friendly behaviors enhance language enjoyment and classroom interactions and communication, increase motivation, decrease anxiety, and develop basic language skills and knowledge areas, learning a new language contributes to well-being and happiness among learners. To this end, it is evident that the research on the relationship between language learning and positive psychology is not entirely conclusive, but there is a consensus indicating the bidirectional and reciprocal relationship between the two. This strong agreement obtained in the research context shows the importance of integrating the elements of positive psychology into language teaching and learning. In other words, it is possible to state that recognizing this reciprocal and bidirectional relationship between language learning and well-being supports the holistic nature of the PLT. 

 

An overview of PLT

As emphasized above, the PLT first addresses the limitations of traditional language teaching methods and then integrates the principles of positive psychology, specifically the PERMA model, into the language learning process. The approach emphasizes fostering positive emotions, reducing anxiety, enhancing resilience, and creating engaging activities to promote well-being, flow, and supportive relationships for enhancing collaboration, belonging, and mutual understanding. The approach also prioritizes connecting language learning to learners’ personal goals, which are beneficial for increasing motivation, satisfaction, confidence, and self-efficacy. Moreover, it offers a holistic framework for both developing language proficiency and promoting well-being by addressing the cognitive, emotional, and social dimensions of language learning. As detailed below, this novel approach redefines language teaching by emphasizing emotional support, meaningful interactions, and learner-centered strategies to provide sustainable and fulfilling language learning experiences.

 

Components of Positive Language Teaching 

PLT consists of the core components derived from the PERMA Model of positive psychology and then adapted to the language learning context. These components are positive emotions, engagement, relationships, meaning, and accomplishment. Considering the nature of language teaching and learning, holistic integration and cultural sensitivity are two more components. In this way, it is possible to integrate cognitive, emotional, and social dimensions into a comprehensive and effective language teaching. These components are introduced below within the intersection point of the definition, application, and impact (See Table 1). 

1. Positive emotions are used to cultivate emotions such as joy, hope, gratitude, excitement, and curiosity. Thus, during the application process, the activities and tasks, including games, role-plays, and storytelling, are designed to be engaging and fun. In addition, humor is a key element in creating a positive and relaxing learning environment. Celebrating small or large achievements is another application for using positive emotions in language classrooms. Last, incorporating feedback that focuses on learners’ progress is a way to encourage them to handle new challenges. Creating and fostering an emotionally supportive learning environment can reduce anxiety, encourage them to take risks in target language use, and build resilience during learning.

2. Engagement is necessary to create immersive and enjoyable activities to balance learners’ interests and focus, teach basic language skills and knowledge areas, and enhance flow. To achieve this, role-play scenarios such as planning a trip or hosting an event that is relevant to learning goals. Real-life simulations such as giving directions or ordering food are used to apply language learning and use it in practice. Technology use, including multimedia tools and environments, interactive videos and applications, and virtual reality, is preferred for captivating attention among learners and diversifying engagement opportunities. Projects are also preferred to provide a balance between the topics taught and learners’ interests. These short-, medium-, and long-term engagements develop deep learning and contribute to personal satisfaction in acquiring basic language skills among learners. 

3. Relations are important for creating, building, and maintaining supportive and collaborative connections among learners and between the teacher and learners. Thus, group-based activities, including collaborative storytelling, team-based discussions, and shared projects, are used to develop cooperation among learners. Mentorship among learners also creates learning opportunities. For instance, pairing learners at different levels can develop cooperation in multilingual classrooms. In addition, establishing classroom rituals is beneficial for sharing their success and challenges regarding empathy and rapport. Positive communication between the teacher and learners is also necessary to develop trust and respect. To this end, it is possible to state that creating, building, and maintaining supportive and collaborative connections strengthen intra- and interpersonal skills, enhance belonging, and provide a classroom culture that supports psychological well-being among the teacher and learners. 

4. Meaning provides a sense of purpose and fulfillment; thus, it is useful for connecting language learning goals to personal, cultural, and professional goals. Meaningful tasks, including presentations, cultural explorations, and personal aspirations, are preferred for showing how learning and knowing a new language provides opportunities for cultural exchange and professional development opportunities. Furthermore, topics such as traditions, history, norms, and values are discussed to deepen learners’ appreciation and increase awareness of the target culture. Establishing meaning in language classrooms increases intrinsic motivation, makes learning the new language more relevant, and fosters perseverance since it connects learners’ efforts to meaningful goals. 

5. Accomplishment is recognizing and observing the achievements and progress in the target language by building self-confidence and self-efficacy. Achievable goals such as learning an idiom, completing a conversation, or pronouncing a sound are set in the short term. To achieve this, constructive feedback, which depends on diagnosing minor language use problems, is used to strengthen areas for improvement. In the medium term, journals, reflections, and portfolios are preferred for documenting learners’ progress from an individual and collaborative perspective. Last, certification that shows long-term achievements is preferred. As a final point, recognizing the achievements and progress among learners develops self-confidence, reinforces resilience, improves motivation, and develops a sense of pride in the language learning process. 

6. Holistic integration of linguistic, cognitive, social, and emotional needs is essential for supporting not only development in the target language but also psychological well-being among learners. Thus, a balance between language teaching content, emotional engagement, cognitive capacity, and social needs is obtained to develop a flexible pacing per learners’ needs and create reflective activities that connect language learning, personal development, and psychological well-being. In this way, it will be possible to maintain a stress-free language learning environment. Holistic integration is necessary for linguistic competence, performance, and cognitive, emotional, and social development within a learner-centered approach.

7. Cultural sensitivity is developing the understanding of the cultural dimensions and dynamics of the target language in terms of empathy and global citizenship. Thus, authentic cultural content and materials are used to notice and acquire the cultural nuances, similarities, and differences. In this way, learners can internalize cultural aspects and elements of the target language and develop tolerance towards those differences. In other words, engaging learners in discussing cultural differences and similarities enhances tolerance and creates a multicultural dialogue. As a final point, focusing on cultural sensitivity and awareness builds cross-cultural competence, enriches learning experiences in the target language, and deepens learners’ connections to the target language and the native language and culture. 

Table 1. The Components of Positive Language Teaching 

Components	Definition	Applications	Impact
Positive Emotions	Cultivating joy, curiosity, hope, gratitude, and excitement	Games, storytelling, and humor; celebrate small wins	Reducing anxiety, encouraging risk-taking, and building resilience
Engagement	Creating immersive activities balancing challenge and skill to foster focus	Role-playing, simulations, multimedia tools, learner-driven projects	Encouraging deep learning, long-term motivation, and satisfaction
Positive Relationships	Building supportive, collaborative connections among learners and teachers	Collaborative tasks, peer mentoring, open communication	Enhancing belonging, interpersonal skills, and emotional well-being
Meaning	Connecting language learning to personal, cultural, and professional goals	Tasks related to career goals, cultural exploration, and personal milestones	Fostering intrinsic motivation, relevance, and perseverance
Accomplishment	Recognizing and celebrating progress to build confidence and self-efficacy	Incremental goals, feedback, and achievements	Boosting confidence, resilience, and pride in learning
Holistic Integration	Addressing cognitive, emotional, and social needs for overall well-being	Balanced lessons with language learning, emotional engagement, and reflective activities	Creating sustainable growth in linguistic and personal development
Cultural Awareness	Understanding the cultural dimensions of the target language to foster empathy	Authentic cultural materials, engagement in discussions, and cultural backgrounds	Building cross-cultural competence, deepening learners’ connection to the target language

 

Principles of the Positive Language Teaching Approach  

The principles of PLT depend on a theoretical framework, objectives, syllabus design, teacher’s role, learner’s role, teaching techniques and procedures, assessment and evaluation, and applications. Below, the details are presented in the order of the mentioned principles. 

1. Theoretical background depends on the PERMA model, which is integrated into language learning insights from positive psychology and language pedagogy. Thus, it focuses on strengths such as resilience, joy, and curiosity for fostering emotional well-being alongside linguistic competence and performance since there is a directional relationship between language learning and well-being. From this perspective, language learning is also a way of emotional support, growth, and psychological well-being.   

2. Objectives relates to linguistic, emotional, and social aspects. The linguistic goal is to develop four basic language skills for fluently and accurately using language in meaningful and real-life contexts. Emotional goals are to reduce anxiety, increase motivation, and promote emotional resilience. Social goals are for building self-confidence and belonging to social groups and environments.    

3. The syllabus is designed to balance linguistic goals with real-life tasks. Cultural elements are incorporated into the syllabus to achieve this goal. Regarding task design, engaging activities such as dialogues and games are included. Project-based learning also included creating consistency and sustainability in learning the target language. Collaborative tasks such as storytelling, peer feedback, and group presentations are also important for developing social skills in language learning. The syllabus is designed to be from simple to complex to ensure the flow. For instance, structured role-playing, spontaneous group discussions, reminiscing, and diary-keeping can be incorporated into the syllabus. Learning context is designed to be useful in face-to-face formal, informal, and online learning settings.

4. Teacher’s role depends on facilitation, mentoring, and emotional support. In other words, the teacher is a facilitator and mentor for creating connections, promoting community, and providing safe learning environments. Moreover, the teacher emotionally supports learners in reducing anxiety using mindfulness exercises, humor, and empathetic listening. 

5. Learner’s role is confined to active participation, collaboration, and reflective practice. From this perspective, the learner sets personal goals and shows progress in the target language. The learner engages in interactive tasks and activities to communicate in the target language and create emotional connections. Moreover, the learner works in pairs and groups to solve problems, share ideas, and create and sustain projects. The learner is responsible for using self-assessment tools to evaluate linguistic development and emotional growth. 

6. Teaching techniques and procedures relate to positive emotions, engagement, relationships, meaning, and accomplishment. Thus, tasks include games where learners create dialogues, real-life simulations, peer-led discussions, shared interests, storytelling in the target language where they share experiences, and portfolios and projects reflecting progress and achievement. 

7. The assessment and evaluation process includes performance-based applications such as role-plays and presentations that indicate linguistic competence and performance development. Self-assessment and peer feedback are also important for rating linguistic development and rating self-confidence, emotional engagement after tasks and activities, collaboration, and supportive interactions. In this process, portfolios, including essays, audio and video recordings, and reflective journals, are beneficial for assessment and evaluation.  

Table 2. The principles of PLT  

Principles	Description	Examples/Applications
Theoretical Background	Based on the PERMA model and positive psychology, focusing on strengths like resilience, joy, and curiosity to enhance emotional well-being and linguistic competence	Emphasizing the bidirectional relationship between language learning and well-being, integrating psychological growth
Objectives	Targets linguistic (four skills), emotional (reducing anxiety, building motivation), and social (self-confidence, group belonging) goals	Using meaningful tasks, collaborative activities, and emotional reinforcement to achieve objectives
Syllabus Design	Balancing linguistic goals with real-life tasks, incorporating cultural elements and collaborative tasks, and structuring from simple to complex for consistency	Including dialogues, games, storytelling, group presentations, and diary-keeping tasks
Teacher’s Role	Facilitator and mentor, promoting safe environments and reducing anxiety through mindfulness, humor, and empathetic listening	Providing emotional support and mentoring through activities fostering community and reducing learner anxiety
Learner’s Role	Active participation, collaboration, and reflective practice. Setting personal goals, engaging in tasks, and using self-assessment tools to track progress	Interactive tasks, group work, problem-solving activities, and reflective journals
Teaching Techniques	Focusing on fostering positive emotions, engagement, relationships, meaning, and accomplishments	Games, real-life simulations, storytelling, peer-led discussions, and portfolios
Assessment and Evaluation	Performance-based tasks (e.g., role-plays, presentations), self-assessment, peer feedback, and reflective portfolios	Portfolios including essays, audio/video recordings, and journals, peer feedback for evaluating linguistic and emotional growth

 

Drawbacks of Positive Language Teaching 

While PLT offers an innovative approach to language learning, it is not without challenges. First, effective implementation of PLT depends on teachers trained in positive psychology principles and strategies since the success of the approach mainly depends on the quality of teacher-student relationships. Second, some of the elements of PLT, such as emotional expression and collaboration, may not align with the norms and expectations of the native culture. Third, activities including reflective practices, project-based tasks, and detailed feedback require considerable in-class and out-of-class time for teachers. Fourth, the balance between psychological well-being and linguistic goals may be subjective and relative. For instance, the lack of balance may overshadow linguistic content or well-being. Moreover, since PLT emphasizes holistic growth in language and well-being, academic focus on standardized tests and traditional testing and evaluation may cause challenges. Fifth, learners accustomed to traditional teacher-centered learning may show resistance since PLT requires active and reflective participation. 

Considering those limitations, it should be emphasized that there is also a lack of research regarding measuring and evaluating the effectiveness and drawbacks of PLT. For instance, while current research indicates that positive psychology elements mainly have positive effects on language learning, there is no empirical evidence on the effectiveness of PLT in the research context. Several studies compare language teaching approaches and methods, but no study is available to present data on the effectiveness of PLT compared to the current ones. In addition, there is a need for standardized tools for measuring the linguistic and emotional outputs of PLT that should be tested regarding various learning environments, cultural contexts, and demographic variables. Another problem is that no findings are available for comparing PLT outputs to accepted frameworks such as the Common European Framework of Reference for Languages (CEFR). Regarding teachers, a relatively limited number of studies focus on how teachers perceive and use the elements of positive psychology in language learning. Learners’ perceptions of using PLT constitute a considerable research topic within this scope. As a final point, it should be added that while current research mainly focuses on the cognitive aspects of language learning and negative emotions, research lacks findings on combining cognitive and emotional aspects of language learning. Below, some recommendations for further research are noted. 

 

Recommendations for researchers

It is evident that its effectiveness, implementation, and the problems encountered during applications should be tested and validated in the research context. In the broadest perspective, research should focus on the effectiveness of PLT by comparing it to various language teaching approaches, methods, and techniques for empirical validation. In this way, it will be possible to explore and compare the cognitive, emotional, and linguistic outputs of PLT and its contributions to linguistic competence, performance, and overall well-being. Standardized tools for measuring the mentioned outputs need to be designed and validated within this scope. Moreover, its effectiveness should be interrogated in various learning environments and cultural contexts regarding accepted frameworks. How teachers and learners perceive using PLT is another research topic that should be paid attention. In conclusion, it is clear that the lack of research on PLT presents uncertainty and challenges to its acceptance and implementation. Thus, researchers should perform qualitative, descriptive, and experimental studies to better understand PLT and its effectiveness in linguistic proficiency, psychological well-being, and social development. Researchers should also focus on the problems in relation to learning platforms, large classrooms, and negative emotions. As a final point, considering its interception of language learning and positive psychology, interdisciplinary studies are essential for developing the theoretical and practical framework of PLT. 

 

Concluding remarks

This paper mainly aims to explore and discuss integrating positive psychology elements into language learning by proposing the Positive Language Teaching Approach, which is grounded on the PERMA Model that emphasizes positive emotions, engagement, relationships, meaning, and accomplishment. The study critiques traditional methods for their limited focus on affective dimensions of learning, which are essential for motivation, collaboration, and meaningful engagement. In other words, the approach seeks to address the limitations of traditional language teaching approaches, methods, and techniques and, finally, combines linguistic competence and performance with psychological well-being within a holistic learner development framework. Furthermore, it represents a paradigm shift in language education, offering a balanced focus on the cognitive, emotional, and social dimensions of language learning. Integrating positive psychology empowers educators to create more inclusive and motivating learning environments that cater to diverse learner needs. While the theoretical foundations of PLT are robust, future research should explore its practical applications and long-term impacts in varied educational, social, and cultural settings. 

 

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