Teaching positive psychology lessons in an intensive English program.

This article examines the implementation and perceived effectiveness of positive psychology interventions (PPIs) based on Seligman's PERMA model of well-being in an intensive English program (IEP) for non-matriculated university students. Over a semester, weekly 65-minute lessons and daily follow-up activities integrated positive psychology topics with language learning, aiming to enhance both student well-being and English proficiency. Survey and interview data from 80 diverse students indicated that the majority viewed the PPIs positively, reporting benefits to their mental health and language skills without detracting from academic progress. The study suggests that incorporating PPIs in language education can support learners' psychological well-being and motivation while complementing language acquisition, though effectiveness may vary depending on context, duration, and teacher training.