| Popis: |
The present study is the first to investigate the extent to which positive language education can improve foreign language enjoyment in the same learners. At the same time, it explores the relation between life quality variables, subjective well-being (SWB), and stresses that have emerged as important variables to explain foreign language enjoyment (FLE). Participants were 50 native speakers of Turkish, university students, 24 having a high proficiency in one language (English) and 26 having a high proficiency in two languages (French and English). Quantitative data were collected before and after the intervention (“3 Good Things” and “Use your Strength and Virtues in a Creative Way”) and qualitative data were collected at the end of the course. The results of pre-test and post-test analysis were not significant FLE (t(49) = −1.3, p > 0.05), SWB (t(49) = −0.58, p > 0.05), and stress (t(49) = −0.7, p > 0.05). Manova with a level of multilingualism as a fixed factor revealed that there was a significant difference in the pre-test and post-test F(3, 46) = 3.49, p |
