چکیده:
Highlighting the complex and dynamic nature of learning English as a Foreign Language (EFL) from the perspective of the well-being theory and following an intact group design, this study analyzed Iranian MA TEFL students' (N = 37) language learning histories with regard to their language learning strategy use, multiple intelligences, language learning aptitude, and resiliency. T-test revealed a few significant differences in the 24 components of well-being (VIA Institute of Character, 2014) in students' language learning histories between males and females. Qualitative analysis of ten students' coping strategies in negative circumstances showed that their language learning experiences included positive/negative emotions, meaningful engagement, relationships, and accomplishments albeit with some differences. Hierarchical multiple regression analysis revealed that learner variables play significant roles in shaping students' well-being. Detailed results along with discussions and implications for theory and practice are presented in the study.
خلاصه ماشینی:
"Based on individual differences, VIA Institute of Character (2014) offered a theory of well-being which included 24 character strengths under six general virtues: a) Wisdom and knowledge [Cognitive strengths that entail the acquisition and use of knowledge]: Creativity: Thinking of novel and productive ways to conceptualize and do things; Curiosity: Taking an interest in ongoing experience for its own sake; Critical thinking: Thinking things through and examining them from all sides; Love of learning: Mastering new skills, topics, and bodies of knowledge, whether on one's own or formally; Perspective: Being able to provide wise consultation to others; b) Courage [Emotional strengths that involve the exercise of will to accomplish goals in the face of opposition, external or internal]: Bravery: Not shrinking from threat, challenge, difficulty, or pain; Perseverance: Finishing what one starts; Authenticity: Speaking the truth but more broadly presenting oneself in a genuine way and acting in a sincere way; Zest: not doing things half-way or half-heartedly; c) Humanity: Interpersonal strengths that involve tending and debriefing others: Love: Valuing close relations with others, in particular those in which sharing and caring are reciprocated; Kindness: Doing favors and good deeds for others; Social intelligence (Emotional intelligence): Being aware of the motives and feelings of other people and oneself; d) Justice [Civic strengths that underlie healthy community life]: Teamwork: Working well as a member of a group or team; Fairness: Treating all people the same according to notions of fairness and justice; Leadership: Encouraging a group of which one is a member to get things done and at the same time maintaining good relations within the group; e) Temperance [Strengths that protect against excess]: Forgiveness: Forgiving those who have done wrong; Humility: Letting one's accomplishment speak for themselves; Prudence: Being careful about one's choices; Self-regulation: Regulating what one feels and does; f) Transcendence [Strengths that forge connections to the larger universe and provide meaning]: Appreciation of beauty and excellence: Noticing and appreciating beauty and excellence and/or skilled performance in various domains of life, from nature to art, to mathematics to science to everyday experience: Gratitude: Being aware of and thankful for the good things that happen; Hope (Optimism); Expecting the best in the future and working to achieve it; Humor: Liking to laugh and tease; Spirituality: Having coherent beliefs about the higher purpose and meaning of universe."