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Enhancing EFL Writing Performance Through Differentiated Positive Psychology Interventions
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Author(s): Ariyanti Ariyanti (Universitas Widya Gama Mahakam Samarinda, Indonesia), Slamet Setiawan (Universitas Widya Gama Mahakam Samarinda, Indonesia), Ahmad Munir (Universitas Negeri Surabaya, Indonesia), Suhartono Suhartono (Universitas Negeri Surabaya, Indonesia)and Syafi'ul Anam (Universitas Negeri Surabaya, Indonesia)
Copyright: 2025
Pages: 54
Source title:
Differentiated Instruction, Equity, and Inclusion in Language Education
Source Author(s)/Editor(s): Thao Quoc Tran (Ho Chi Minh City Open University, Vietnam)and Tham My Duong (Ho Chi Minh City University of Economics and Finance, Vietnam)
DOI: 10.4018/979-8-3693-6497-0.ch008
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Abstract
The emergence of positive psychology interventions in foreign language classrooms has shown improvements in learner outcomes. However, more research is needed on how positive psychology can optimize second language acquisition experiences and writing performance. This mixed-methods study investigated the efficacy of positive psychology techniques in improving Indonesian university students' English writing skills across multiple areas. 60 students were randomly assigned to experimental and control groups. Assessments captured quantitative and qualitative performance differences before and after the intervention. Large effect size gains occurred for the treatment group. Students favored hope-based activities like feedback and consultations. Findings imply more positive versus negative feedback enhances writing motivation and outcomes. Further research is warranted on how positive psychology manifests in learners' complex experiences during foreign language acquisition and influences multifaceted writing performance.
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