Fostering Mental Well-being Awareness and Enactment through ESL Writing: Insights from Participatory Action Research
DOI:
https://doi.org/10.33102/alazkiyaa236Keywords:
Mental Wellbeing, ESL, Participatory Action Research, PERMA Plus, Positive PsychologyAbstract
This participatory action research (PAR) study explores how mental well-being awareness and enactment can be fostered through ESL writing instruction at a Malaysian university. Addressing affective barriers, stigma, and limited access to mental wellbeing support, the study co-designed well-being–infused ESL writing lessons using PERMA+ principles. Eleven undergraduates and two expert collaborators participated across two PAR cycles over seven weeks. Qualitative data from focus groups, reflective journals, observations, and classroom artefacts were thematically analysed. Findings indicate enhanced emotional awareness, reduced writing anxiety, improved engagement, and reported transfer of well-being practices beyond the classroom. The study demonstrates that embedding well-being within language instruction offers a sustainable, culturally responsive model for supporting student flourishing through everyday pedagogy.
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