Positive Psychology Interventions in the Asian English Language Teaching Classroom: A Call to Action

Alexander Nanni, Roger Williams University
Douglas Rhein, Mahidol University

Document Type Article


The role of emotions in language learning has gained attention in recent years, with some researchers exploring the implications of positive psychology (PP) for second language acquisition. However, PP is relatively new in applied linguistics, and little has been published about integrating positive psychology interventions (PPIs) into language education. The COVID-19 pandemic has highlighted the need to foster positive mental states in students and underlined the importance of developing resilience. This article explores the possible interaction of PPIs in language education, with examples of activities that promote linguistic development while enhancing resilience. This article also reviews the literature on PP, emphasizing the importance of developing indigenous PPIs for different cultures. Culturally appropriate PPIs that focus on gratitude, empathy, and character strengths can be integrated into language education in Asia, with examples including journaling, gratitude visits, active constructive responding, making new social connections, and identifying and using character strengths. Further research is needed to explore the intersection of PP and language education, including teacher psychology.