ORIGINAL RESEARCH article
Front. Educ.
Sec. Psychology in Education
IMPLEMENTING POSITIVE PSYCHOLOGY INTERVENTIONS TO PROMOTE STUDENTS' ENGLISH SPEAKING PERFORMANCE AT THANH DONG UNIVERSITY
Provisionally accepted
Van-Thang NGUYEN*
Kieu-Oanh Thi Nguyen- Thanh Dong University, Hai Phong, Vietnam
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Speaking skills are crucial in Second Language Acquisition as they enable learners to communicate effectively, express ideas, and engage in meaningful interactions. Positive Psychology (PP) plays a vital role in enhancing speaking performance by fostering a supportive, motivating environment that reduces anxiety and boosts confidence. Integrating PP strategies, such as those based on the PERMA model, promotes student engagement, motivation, and emotional well-being, which are essential for sustained improvement in language proficiency. This quasi-experimental study explores the impact of integrating Positive Psychology (PP) strategies, based on Seligman's (2011) PERMA model, on the students’ English-speaking performance at Thanh Dong University. Employing a mixed-methods approach, the research compares an experimental class (EC) exposed to PP interventions with a control class (CC) under conventional teaching methods. Findings revealed a significant post-intervention improvement in the EC's speaking scores, particularly in vocabulary, fluency, and discourse management, emphasizing the implementation of PP strategies. The study also highlights the creation of a supportive learning environment, enriched through diverse thematic discussions, fostering motivation and engagement. Despite challenges, such as diverse student preferences, the study emphasizes the effectiveness of PP strategies, contributing to innovative language pedagogy.
Keywords: Positive Psychology, PERMA model, Quasi-experimental design, English speaking performance, Positive psychology intervenions
Received: 04 Sep 2025; Accepted: 09 Dec 2025.
Copyright: © 2025 NGUYEN and Nguyen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Van-Thang NGUYEN
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