ERIC Number: EJ1448887
Record Type: Journal
Publication Date: 2024-Nov
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0008-4506
EISSN: EISSN-1710-1131
Available Date: N/A
Understanding the Well-Being Literacy of EFL Learners: Towards a Framework of Learners' Knowledge and Skills
Dávid Smid; Sarah Mercer; Carlos Murillo-Miranda; Miri Tashma Baum
Canadian Modern Language Review, v80 n4 p333-353 2024
Well-being has been recognized as a basic human right, a core determinant of success in education, and a skill that can be developed. In language education, the literature suggests that higher well-being is likely to lead to more classroom engagement and ultimately greater success for learners. For English language teachers, there is a need to understand what learners know about well-being, what kinds of support they feel they need, and how best to integrate such support into regular language teaching practice. This paper reports on a qualitative study using focus group data that set out to understand the well-being literacy of a group of 42 Austrian learners of English as a foreign language (EFL) in their final year of school. The findings reveal five categories in which learners demonstrated knowledge of well-being: conceptual understanding of well-being, factors impacting well-being, coping strategies, the role of systemic factors, and issues in the English language teaching context specifically. Based on analysis of these data, we present an initial practical framework for evaluating and guiding EFL student well-being literacy development.
Descriptors: Well Being, English (Second Language), Multiple Literacies, Skill Development, Second Language Learning, Learner Engagement, Prior Learning, Knowledge Level, Foreign Countries, Secondary School Students, Student Attitudes, Stress Variables, Coping, Context Effect, Teaching Conditions
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria
Grant or Contract Numbers: N/A
Author Affiliations: N/A