A Study on the Components of English Learning Well-being of Non-English Major College Students

Abstract

The goal of foreign language education is not only to cultivate students’ language knowledge and competence but also to make the recipients feel well-being and happiness. Taking Chinese non-English major college students as the research object, this paper thoroughly investigates the components of Chinese students’ English learning well-being through one-to-one semi-structured interviews, using the PERMA theoretical model of well-being as the theoretical framework. It was found that positive emotion, engagement, relationships, meaning, and accomplishment in the PERMA model of well-being all appeared in Chinese students’ English learning experiences. In addition, negative emotions and multiple character strengths contributed to the enhancement of students’ English learning well-being.