Flourishing EFL Learner’s Goal Setting and Self-regulation by Positive Psychology Intervention

Abstract

This quasi-experimental study aimed at addressing the impact of Positive Psychology (PP) on Goal Setting (GS) and Self-regulating (SR) of EFL learners in an English institute located in Kerman. In so doing, the study utilized an experimental design with 20 participants, in two groups totaling 9 male and 11 female, students, and aged 19 to 34. In accordance with Dornyei (2007) cluster sampling, all intermediate EFL students (20 intermediate EFL students) in the institute, were selected to participate. The pretest showed that all the participants were homogenous with regard to their proficiency level as well as their goal setting and self-regulation. Data was collected over two months using the goal setting and self-regulation questionnaires developed by Erickson et al. (2015) before and after one term. The results of the post-test revealed that PP had a positive and significant impact on these learners’ goal setting and self-regulating. The findings from this research suggest positive psychology offers an effective path towards understanding, managing and successfully self-regulating and setting goals for ESL students.