The impact mechanism of intensive English programs on the well-being of Chinese EFL learners in Malaysia
Using the PERMA model
DOI:
https://doi.org/10.32674/6w119h62Keywords:
PERMA model, intensive English programs, EFL learners, cross-cultural education and positive psychologyAbstract
This study explores the impact of intensive English programs on the well-being of Chinese EFL learners in Malaysia, using the PERMA model as a framework. The research employs a qualitative case study approach, focusing on learners from Hebei Province to examine how Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment contribute to their overall well-being. Through thematic analysis of participant experiences, the study highlights how interactive activities, peer support, and milestone achievements foster emotional resilience, motivation, and academic success. Emerging themes, such as cultural adaptation strategies and perseverance, extend the PERMA model to a cross-cultural context, emphasizing the interplay between language learning and psychological growth. The findings have practical implications for designing culturally responsive and emotionally supportive intensive English programs. They underscore the importance of integrating positive psychology principles into curriculum design and providing tailored support systems for learners in cross-border educational settings.
References
Adeoye-Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi-structured interviews. JACCP: Journal of the American College of Clinical Pharmacy, 4(10), 1358-1367. https://doi.org/10.1002/jac5.1441
Al-Hendawi, M., Alodat, A., Al-Zoubi, S., & Bulut, S. (2024). A PERMA model approach to well-being: a psychometric properties study. BMC Psychology, 12(1), 414. https://doi.org/10.1186/s40359-024-01909-0
Baumeister, R. F., & Leary, M. R. (1995). The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation. Psychological Bulletin, 117(3), 497-529. https://doi.org/10.1037/0033-2909.117.3.497
Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1-48. https://doi.org/10.5502/ijw.v6i3.526
Canlı, N., & Höl, D. (2024). A Bibliometric Analysis of Ten Years on Positive Psychology in Foreign/Second Language Education (2012-2022). Journal of Theoretical Educational Science, 17(4), 765-790. https://doi.
org/10.30831/akukeg.1405559
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications. https://edge.sagepub.com/creswellqi4e
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row New York.
Curren, R., Boniwell, I., Ryan, R. M., Oades, L., Brighouse, H., Unterhalter, E., et al. (2024). Finding consensus on well-being in education. Theory and Research in Education, 22(2), 117-157. https://doi.org/10.1177/14778785241259852
Duckworth, A. L., & Quinn, P. D. (2009). Development and Validation of the Short Grit Scale (Grit–S). Journal of Personality Assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House. https://www.penguinrandomhouse.com/books/44330
Fredrickson, B. L. (2001). The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218
Gregersen, T., Macintyre, P. D., & Meza, M. D. (2014). The Motion of Emotion: Idiodynamic Case Studies of Learners' Foreign Language Anxiety. The Modern Language Journal, 98(2), 574-588. https://doi.
org/10.1111/modl.12084
Gumelar, W. S., Wulandari, S. F., Lestari, T. S., & Ruswandi, R. (2024). The Correlation Between Teachers' Emotional Intelligence and Students' Learning Engagement in EFL Class. JEELS (Journal of English Education and Linguistics Studies), 11(2), 601-625. https://doi.org/10.
30762/jeels.v11i2.3377
King, R. B., Pitliya, R. J., & Datu, J. A. (2020). Psychological capital drives optimal engagement via positive emotions in work and school contexts. Asian Journal of Social Psychology, 23(4), 457-468. https://doi.org/10.
1111/ajsp.12421
Kvale, S., & Brinkmann, S. (2015). Interviews: Learning the Craft of Qualitative Research Interviewing (3rd ed.). SAGE Publications. https://uk.sagepub.com/en-gb/eur/interviews/book239402
Lu, Z., Liu, M., & Zhang, W. (2021). Teaching and Researching Chinese EFL/ESL Learners in Higher Education. Routledge. https://doi.org/
10.4324/9781003178118
Macintyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research. The Modern Language Journal, 103(1), 262-274. https://doi.org/10.1111/modl.12544
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey-Bass.
Minh, N. N. T. (2024). PERMA Model and EFL Teachers’ Well-Being: A Systematic Review. Journal of Knowledge Learning and Science Technology, 3(2), 236-243. https://doi.org/10.60087/jklst.vol3.n2.p244
Patton, M. Q. (2015). Qualitative Research and Evaluation Methods (4th ed.). SAGE Publications. https://uk.sagepub.com/en-gb/eur/qualitative-research-evaluation-methods/book232962
Roy, P. K. (2024). Master the Art of Cooperative Learning: Unlock the Power of Student Collaboration, Maximize Classroom Potential, and Build Stronger Learning Communities. Roy P K. https://notionpress.com/in/read/master-the-art-of-cooperative-learning
Ruslin, R., Mashuri, S., Rasak, M. S. A., Alhabsyi, F., & Syam, H. (2022). Semi-structured Interview: A methodological reflection on the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education (IOSR-JRME), 12(1), 22-29. https://doi.org/10.9790/7388-1201052229
Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-Being. Free Press.
Shao, K., Pekrun, R., & Nicholson, L. J. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research? System, 86, 102121. https://doi.org/10.1016/j.system.2019.102121
Tang, L., & Zhu, X. (2024). Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students. Frontiers in Psychology, 14, 1332909. https://doi.org/10.3389/fpsyg.2023.1332909
Waters, L., & Loton, D. (2019). SEARCH: A Meta-Framework and Review of the Field of Positive Education. International Journal of Applied Positive Psychology, 4(1), 1-46. https://doi.org/10.1007/s41042-019-00017-4
Yan, C., Gao, Y., & He, C. (2020). Examining Chinese EFL Postgraduates' Motivational Regulation Strategies. Frontiers of Education in China, 15(2), 250-278. https://doi.org/10.1007/s11516-020-0012-x
Yang, P. (2021). Exploring the Relationship Between Chinese EFL Students' Grit, Well-Being, and Classroom Enjoyment. Frontiers in Psychology, 12, 762945. https://doi.org/10.3389/fpsyg.2021.762945
Yin, Z., Ong, L. Z., & Qiao, M. (2024). Psychological factors associated with Chinese international students' well-being in the United States: A systematic review. Journal of International Students, 14(4), 529-551. https://doi.org/10.32674/jis.v14i4.6428
Zhang, Q., Xiong, Y., Rose Prasath, P., & Byun, S. (2023). The relationship between international students' perceived discrimination and self-reported overall health during COVID-19: Indirect associations through positive emotions and perceived social support. Journal of International Students, 14(1), 119-133. https://doi.org/10.32674/jis.v14i1.5368
Zhang, Z., Grimshaw, T., & Shi, X. (2021). International Student Education in Tertiary Settings: Interrogating Programs and Processes in Diverse Contexts. Routledge. https://doi.org/10.4324/9781003017608
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2025 Journal of International Students
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) [year] [author]
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0
