Görev Temelli Öğrenmede Pozitif Psikolojinin Etkisi

Abstract

Son yıllarda pozitif psikoloji, öğrencilerin duygusal durumlarını destekleyerek öğrenme süreçlerine olumlu katkı sağlaması nedeniyle yabancı dil eğitiminde giderek önem kazanmaktadır. Bu araştırma, grup çalışmalarında pozitif psikoloji ilkelerinin uygulanmasının, öğrencilerin duyguları ve öğrenme sürecine katılımı üzerindeki etkisini incelemeyi amaçlamaktadır. Çalışma, bir vakıf üniversitesinin İngiliz Dili ve Edebiyatı Bölümünde öğrenim gören 42 son sınıf öğrencisiyle yürütülmüştür. Veriler, üçü dört seçenekli çoktan seçmeli ve biri açık uçlu olmak üzere toplam dört sorudan oluşan yapılandırılmış bir anketle toplanmıştır. Çoktan seçmeli sorular mutluluk, motivasyon ve özgüveni ölçerken açık uçlu soru öğrencilerin grup çalışmalarına ilişkin görüşlerini ortaya çıkarmıştır. Nicel veriler betimsel istatistiklerle, açık uçlu yanıtlar içerik analiziyle değerlendirilmiştir. Bulgular, grup temelli etkinliklerin öğrencilerin mutluluk, motivasyon ve özgüvenini artırdığını ve dil öğrenme sürecinden duydukları memnuniyeti güçlendirdiğini göstermektedir. Bu sonuçlar, pozitif psikoloji yaklaşımlarının grup çalışmalarına entegre edilmesinin daha destekleyici ve etkili bir öğrenme ortamı sağladığını ortaya koymaktadır. Çalışmayı geliştirmek için anketin yanı sıra öğrencilerle görüşmeler yapılabilir, örneklem farklı sınıf ve üniversitelerden genişletilebilir, ön test-son test uygulamaları ile etkiler daha net ölçülebilir ve anketin geçerlik-güvenirlik analizleri raporda belirtilmelidir.

Keywords

• Pozitif psikoloji
• Grup çalışması
• Yabancı dil eğitimi
• Özgüven
• Motivasyon

The Effect of Positive Psychology on Task-Based Learning

Abstract

In recent years, positive psychology has become increasingly important in foreign language education due to its role in supporting students’ emotional states and contributing positively to learning processes. This study aimed to examine the impact of applying positive psychology principles in group work on students’ emotions and engagement in the learning process. The research was conducted with 42 final-year students from the Department of English Language and Literature at a foundation university in Istanbul. Data were collected through a structured questionnaire consisting of four items: three multiple-choice questions with four options each and one open-ended question. While the multiple-choice items measured happiness, motivation, and self-confidence, the open-ended question aimed to capture students’ perspectives on group activities. Quantitative data were analysed using descriptive statistics, and the open-ended responses were evaluated through content analysis. Findings indicated that task-based group activities enhanced students’ happiness, motivation, and self-confidence, as well as their overall satisfaction with language learning. These results demonstrate that integrating positive psychology approaches into group work created a more supportive and effective learning environment. Students reported feeling more engaged and confident throughout the activities. To further improve the study, interviews could be conducted, the sample expanded, and pre- and post-tests applied to measure effects more accurately.

Keywords

• Positive psychology
• Group task
• Language acquisition
• Self confidence
• Motivation

References

1. Aliqi, H. & Hayes, D. (2025). Student engagement in task-based language learning. Journal of Language Teaching Research, 17(1), 45–63.
2. Arnold, J. (2020). Teacher-student relationships and their impact on language learning motivation. Routledge.
3. Baralt, M., Gilabert, R., & Robinson, P. (2016). Task-based language learning – insights from research. John Benjamins.
4. Benson, P. (2001). Teaching and researching autonomy in language learning. Longman.
5. Breen, M. P. & Candlin, C. N. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2), 89–112.
6. Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Pegem Akademi.
7. Bygate, M., Skehan, P., & Swain, M. (2001). Researching pedagogic tasks: Second language learning, teaching, and testing. Pearson Education.
8. Bygate, M., Van den Branden, K., & Norris, J. M. (Eds.). (2009). Task-based language teaching: A reader (Task Based Language Teaching). John Benjamins.

9. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4. b.). Sage.
10. Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1–43. https://doi.org/10.52547/LRR.13.5.2
11. Deci, E. L. & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
12. Dewaele, J.-M. & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274.
13. Dewaele, J.-M. (2015a). On emotions in foreign language learning and use. The Language Teacher, 39(3), 13–15.
14. Dewaele, J.-M. (2015b). The role of emotions in foreign language learning: Positive and negative aspects. Journal of Multilingual and Multicultural Development, 36(6), 537–552. https://doi.org/10.1080/01434632.2014.999319
15. Dewaele, J.-M. & MacIntyre, P. D. (2016). Foreign language enjoyment and anxiety: The role of teacher and learner variables. Language Learning, 66(2), 361–393. https://doi.org/10.1111/lang.12134
16. Dewaele, J. M. & Mercer, S. (2018). Variation in ESL/EFL teachers’ attitudes towards their students. S. Mercer & J. M. Dewaele (Ed.), Language teacher psychology içinde (s. xx–xx). Cambridge University.
17. Dewaele, J.-M., Magdalena, S., & Saito, K. (2019). Integrating positive psychology into language learning. Studies in Second Language Learning and Teaching, 9(1), 19–36. https://doi.org/10.14746/ssllt.2019.9.1.2
18. Dörnyei, Z. (1997). Motivational aspects of language learning. Language Teaching, 30(3), 219–237.
19. Elahi-Shirvan, M. & Talebzadeh, N. (2020). Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling. Eurasian Journal of Applied Linguistics, 6(1), 23–44. https://doi.org/10.32601/ejal.710194
20. Ellis, R. & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge.
21. Erten, İ. H. & Altay, M. (2009). İngilizce konuşma sınıflarında yürütülen görev temelli grup çalışmalarının öğrencilerin kuşaklı davranışlarına etkileri. Journal of Theory and Practice in Education, 5(1), 33–52.
22. Fredrickson, B. L. & Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13(2), 172–175. https://doi.org/10.1111/1467-9280.00431
23. Ghelichli, M., Moradi, M., & Khajehpour, M. (2020). Motivation and student engagement in EFL classrooms. Journal of Educational Psychology, 112(5), 987–1002.
24. Gregersen, T., MacIntyre, P. D., & Mercer, S. (2019). Positive psychology in language learning: Insights from theory and research. Routledge.
25. Gregersen, T. & Mercer, S. (2022). The Routledge handbook of the psychology of language learning and teaching. Routledge, Taylor & Francis.
26. Haataja, H. (2022). Collaborative learning and student engagement in language classrooms. Language Teaching Research, 26(1), 45–67.
27. Hansen, J. G. (2007). Approaches to second language learning. ELT Journal, 61(1), 19–28.
28. Kaufman, J. C. (2004). Positive psychology and creativity: The promise of positive psychology. Journal of Creative Behavior, 38(1), 1–12.
29. Karasar, N. (2020). Bilimsel araştırma yöntemi. Nobel.
30. Kohonen, V. (1992). Experiential language learning: Second language learning as cooperative learner education. D. Nunan (Ed.), Collaborative language learning and teaching içinde (s. 14–39). Cambridge University.
31. Liu, S. (2022). Toward the role of L2 enjoyment in EFL students' academic motivation and engagement. Frontiers in Psychology, 12, 82258.
32. Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions in language learning: A study of foreign language enjoyment and classroom anxiety. Studies in Second Language Acquisition, 40(4), 709–731. https://doi.org/10.1017/S0272263117000304
33. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. Krashen, S. D. (1981). Second language acquisition and second language learning. Pergamon.
34. Liu, Y., Zhang, L., Qiao, Y., & Guo, X. (2024). Task-based language learning and positive emotions in university students. TESOL Journal, 15(2), 112–129.
35. MacIntyre, P. D. & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4
36. MacIntyre, P. D. & Mercer, S. (2019). Positive psychology and language learning: New applications and insights. P. D. MacIntyre, S. Mercer, & T. Gregersen (Ed.), Positive psychology in SLA içinde (s. 1–23). Multilingual Matters.
37. MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262–274. https://doi.org/10.1111/modl.12544
38. MacIntyre, P. D., Gregersen, T., & Mercer, S. (2021). Positive psychology in second language acquisition. Language Teaching, 54(4), 495–507. https://doi.org/10.1017/S0261444821000029
39. Maslow, A. H. (1957). Motivation and personality. Harper & Row.
40. Mitchell, R. (2019). Positive psychology in second language acquisition. Routledge.
41. Nunan, D. (1998). Approaches to task-based teaching in language education. Cambridge University.
42. Nunan, D. (2014). Teaching English to speakers of other languages: An introduction. Routledge.
43. Oladrostam, E., Rahmati, T., & Nushi, M. (2024). Integrating positive psychology into an English as a foreign language teacher education program. Asian-Pacific Journal of Second and Foreign Language Education, 9, 1–21. https://doi.org/10.1186/s40862-023-00226-0
44. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4. b.). Sage.
45. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
46. Prabhu, N. S. (1987). Second language pedagogy. Oxford University.
47. Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2. b.). Cambridge University.
48. Richards, J. C. & Smith, R. (2010). Longman dictionary of language teaching and applied linguistics (4. b.). Routledge.
49. Seedhouse, P. (1999). Task-based interaction. ELT Journal, 53(3), 149–156. https://doi.org/10.1093/elt/53.3.149
50. Seligman, M. E. P. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
51. Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62. https://doi.org/10.1093/applin/17.1.38
52. Steffe, L. P. & Gale, J. (1995). Constructivism in education. Lawrence Erlbaum.
53. Tarihoran, N., Syafuri, B., & Elbarusi, A. R. (2020).The role of positive psychology in English foreign language classroom. Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019) içinde (s. 284–288). Atlantis. https://doi.org/10.2991/assehr.k.200120.060
54. Van den Branden, K. (2016). Task-based language education: From theory to practice (2. b.). Cambridge University.
55. Vesely, A. K., Saklofske, D. H., & Nordstokke, D. W. (2014). EI training and pre-service teacher wellbeing. Learning and Individual Differences, 36, 1–10. https://doi.org/10.1016/j.lindif.2014.09.003
56. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University.
57. Willis, J. (1996). A framework for task-based learning. Longman.
58. Willis, J. & Willis, D. (1996). Challenge and change in language teaching. Heinemann.
59. Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11. b.). Seçkin. https://www.seckin.com.tr/kitap/sosyal-bilimlerde-nitel-arastirma-yontemleri-ali-yildirim-hasan-simsek-s-p-116659534 sayfasından erişilmiştir.
60. Zhang, L., Liu, H., & Wang, H. (2020). Positive psychology in foreign language learning: Impact on motivation and participation. System, 91, 102–116. https://doi.org/10.1016/j.system.2020.102216