Writing with Positivity: Exploring the Impact of Positive Psychology on Iranian EFL Learners' Narrative Essay Writing and Writing Phases

Articles in Press

Document Type : Original Article

Authors

1 Ph.D.Candidate. Department of English Language Teaching, Mar.C., Islamic Azad University, Maragheh, Iran.

2 Department of English Language Teaching, Mar.C., Islamic Azad University, Maragheh, Iran.

3 Ph.D., Department of English Language Teaching, Mar.C., Islamic Azad University, Maragheh, Iran.

Abstract

This quasi-experimental study explored the transformative impact of integrating Positive Psychology components, specifically EMPHATICS, into narrative essay writing and writing phases for EFL learners. A quantitative-based design was employed with 60 upper-intermediate students, who were randomly assigned to either a treatment group, receiving Positive Psychology-based instruction (EMPHATICS), or a control group. Data was collected through pretests and posttests of narrative writing, an analytic writing rubric, and observation checklists. The findings revealed that EMPHATICS significantly enhanced learners' narrative writing skills across pre-writing, while-writing, and post-writing. Based on the findings, learners exposed to EMPHATICS exhibited higher levels of enthusiasm, motivation, and interest in selecting topics. They demonstrated strong skills in idea generation and organization, including brainstorming multiple options, creating outlines, and logically structuring their thoughts. This research contributes to the growing body of evidence supporting the integration of psychological frameworks in educational practices, advocating for a holistic approach to teaching narrative writing that addresses both cognitive and emotional dimensions of learning.

Keywords

Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 17 September 2025

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History

  • Receive Date: 03 August 2025
  • Revise Date: 16 September 2025
  • Accept Date: 17 September 2025

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