Year: 2026
Type: article
Abstract: This study seeks to explore the extent to which positive psychology (PP) principles, particularly those expressed in Oxford’s (Citation2016) ‘EMPATHICS’ model, have been applied in two English Language Teaching (ELT) textbook series: Headway and Touchstone. The EMPATHICS model consists of nine dimensions, each of which represents psychological constructs that contributes to learner well-being and language acquisition. Utilizing sequential exploratory mixed-methods design, the study drew on expert consultation using Q methodology to operationalize the selected dimensions of EMPATHICS model (i.e. Emotion and Empathy, Meaning and Motivation, Agency and Autonomy, Time, and Intelligences) into observable indicators for textbook evaluation and assessed content validity of indicators using the Content Validity Index. The results show the frequency of incorporated PP principles in ELT materials which can potentially contribute to learner well-being. Findings revealed differences in the degree to which PP principles were embedded across the two series. While Touchstone integrated broader range of EMPATHICS dimensions – particularly Emotion and Empathy, Meaning and Motivation, and Agency and Autonomy – Headway demonstrated more uneven representation, with stronger emphasis on linguistic form and less attention to these dimensions. Pedagogical implications and future research directions centered on affective and cognitive dimensions of ELT materials are also presented.
Source: Cogent Education
Institutions: Shahid Beheshti University, University of Tehran
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,165
OpenAlex ID: W7203832402