A Positive Psychology Perspective on Designing a Technology-mediated Learning Experience: Engagement and Personal Development

Authors

  • Isabelle Drewelow University of Alabama

Keywords:

foreign language pedagogy, technology-mediated project, emotions, French for specific purposes, engagement

Abstract

This study takes a positive psychology approach to the integration of technology in the foreign language classroom. Specifically, it explores the benefits of using flow criteria (Czimmerman & Piniel, 2016; Egbert, 2003) to guide the design sequence of a technology-mediated project for a French for business course (advanced level). In the course of six weeks, twenty students progressed through several collaborative and individual tasks culminating in the co-construction
and presentation of a website designed to introduce a new company and product. The analysis of their reflection essays, produced at the conclusion of the project, shows that clear objectives, interest, time to explore, sense of control, and being pushed out of their comfort zone to address various challenges they encountered led to a meaningful experience. Experiencing positive emotions in relation to achievement and creativity was transformative leading them to build confidence, resilience, language skills and strategies, and plan for their future learning path. The findings suggest that fruitful integration of technology should not be judged solely on its effect on linguistic development but also on its potential to generate positive emotions to support engagement in foreign language learning.

Published

2020-06-26 — Updated on 2020-07-23

Versions

How to Cite

Drewelow, I. . (2020). A Positive Psychology Perspective on Designing a Technology-mediated Learning Experience: Engagement and Personal Development. JOURNAL FOR THE PSYCHOLOGY OF LANGUAGE LEARNING, 2(1), 90-115. Retrieved from http://jpll.org/index.php/journal/article/view/drewelow (Original work published June 26, 2020)

Issue

Section

Research Articles