Students’ Lived Experiences of Positive Mood in English Vocabulary Acquisition: A Phenomenological Study

Cissylia Dwi Maya Agustin; Mawardin Mawardin; Maghfira Maghfira; Muhammad Arid

doi:10.24256/foster-jelt.v7i4.485

Authors

Cissylia Dwi Maya Agustin Universitas Tadulako
Mawardin Mawardin Universitas Tadulako
Maghfira Maghfira Universitas Tadulako
Muhammad Arid Universitas Tadulako

DOI:

https://doi.org/10.24256/foster-jelt.v7i4.485

Keywords:

EFL Learners, English Language Learning, Positive Psychology, Vocabulary Acquisition

Abstract

Vocabulary acquisition is influenced by cognitive, instructional, and affective factors. However, limited research has explored how learners experience the role of positive mood in vocabulary learning, particularly among Indonesian junior high school EFL learners. This study explored students’ lived experiences of positive mood during English vocabulary learning at SMP Negeri Model Terpadu Madani, Palu, Indonesia. Using a qualitative phenomenological design, data were collected from 25 Grade VIII students through classroom observations and open-ended questionnaires, while four students participated in semi-structured interviews. The data were analyzed using phenomenological procedures adapted from Moustakas (1994). Five themes emerged: positive mood and student engagement, vocabulary retention and recall, confidence in vocabulary use, supportive classroom activities, and the challenges posed by negative emotions. The findings indicate that students perceived positive emotional experiences as supporting concentration, participation, memory, and willingness to use English vocabulary. Games, storytelling, collaborative activities, and supportive teacher behavior were identified as important features of an emotionally supportive learning environment. By focusing on students’ lived experiences, this study extends the discussion of positive psychology in second language acquisition to the emotional dimensions of vocabulary learning in an Indonesian junior high school context. The findings suggest that teachers shoul

References

Al-Hoorie, A. H. (2017). Sixty years of language motivation research: Looking back and looking forward. SAGE Open, 7(1), 1–11. https://doi.org/10.1177/2158244017701976

Alsahafi, M. (2023). Academic English vocabulary knowledge and academic success: The role of vocabulary size and depth. SAGE Open, 13(2), 1–13. https://doi.org/10.1177/21582440231173032

Astuti, S. P., & Lammers, J. C. A. (2017). Individual accountability in cooperative learning: More opportunities to produce spoken English. Indonesian Journal of Applied Linguistics, 7(1), 215–228. https://doi.org/10.17509/ijal.v7i1.6878

Ayana, H., Teshome, A., & Tesfaye, D. (2024). The effects of vocabulary learning strategies on EFL learners’ vocabulary achievement and motivation. International Journal of Language Education, 8(1), 102–117.

Behforouz, B., & Al Ghaithi, A. (2025). Enhancing EFL learners’ vocabulary acquisition through digital storytelling. Journal of Educational Technology Development and Exchange, 18(1), 45–62.

Byrd, D. R., & Abrams, Z. I. (2022). A positive psychology perspective on language learning and teaching. The Language Learning Journal, 50(3), 287–300. https://doi.org/10.1080/09571736.2020.1830670

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.

Dewaele, J.-M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21–45. https://doi.org/10.14746/ssllt.2018.8.1.2

Dewaele, J.-M., & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10(1), 45–65. https://doi.org/10.14746/ssllt.2020.10.1.3

Dewaele, J.-M., & Li, C. (2018). Editorial: Emotions in second language acquisition. Studies in Second Language Learning and Teaching, 8(1), 15–19.

Dewaele, J.-M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196(1), 34–49.

Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5

Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, Article 2128. https://doi.org/10.3389/fpsyg.2019.02128

Dörnyei, Z., MacIntyre, P. D., & Henry, A. (Eds.). (2015). Motivational dynamics in language learning. Multilingual Matters.

Fathi, J., & Behzadpoor, F. (2025). Foreign language speaking enjoyment and its association with motivation and self-concept among EFL learners. Language Teaching Research, 29(1), 88–108.

Hasan, M. M., Abdullah, A. N., & Rahman, M. M. (2020). Vocabulary depth knowledge and academic reading comprehension among EFL learners. English Language Teaching, 13(5), 15–27.

Jiang, Y., & Dewaele, J.-M. (2019). How unique is the foreign language enjoyment and anxiety of Chinese EFL learners? System, 82, 13–25. https://doi.org/10.1016/j.system.2019.02.017

Kainta, M., & Rombot, O. (2020). Students’ motivation and vocabulary achievement in learning English. Journal of English Language Teaching and Linguistics, 5(3), 327–340.

Li, C., & Dewaele, J.-M. (2021). The predictive effects of classroom environment and teacher support on foreign language enjoyment and anxiety. Language Teaching Research, 25(6), 922–945.

Listiani, E., & Sutrisno, D. (2024). Exploring English learning experiences: Enjoyment and anxiety among rural junior high school students. Journal on English as a Foreign Language, 14(1), 45–63.

MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4

MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262–274. https://doi.org/10.1111/modl.12544

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.

Moustakas, C. (1994). Phenomenological research methods. Sage.

Nation, I. S. P. (2018). Learning vocabulary in another language (2nd ed.). Cambridge University Press.

Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can inform qualitative research. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2

Nur, M., & Jusoh, Z. (2022). Vocabulary learning strategies used by Indonesian EFL learners. Studies in English Language and Education, 9(2), 734–750.

Nur, S., & Nurfadhilah, N. (2025). Positive psychology and motivation in English language learning among Indonesian EFL students. International Journal of Language Education, 9(1), 55–70.

Puspitasari, M., Ratminingsih, N. M., & Santosa, M. H. (2024). The contribution of EFL students’ vocabulary mastery and motivation to writing ability of eighth-grade students at SMPN 5 Denpasar. J-SHMIC: Journal of English for Academic, 11(1), 63–76.

Rohmatillah. (2014). A study on students’ difficulties in learning vocabulary. English Education: Jurnal Tadris Bahasa Inggris, 6(1), 75–93.

Sabila, F. P., & Salmiah, M. (2025). Improving EFL students’ vocabulary acquisition through DuoCards. LEKSIKA: Jurnal Bahasa, Sastra, dan Pengajarannya, 19(1), 15–28.

Saputra, Y., & Abdullah, F. (2023). Maintaining students’ emotional engagement amid emergency remote teaching: Spotlighting the Indonesian EFL teachers’ perspectives. MEXTESOL Journal, 47(4), 1–15.

Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching (2nd ed.). Cambridge University Press.

Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal Kata, 1(2), 182–191.

Tong, Y., Zhang, L., & Liu, H. (2023). The relationship between vocabulary knowledge and reading proficiency among EFL learners. System, 117, Article 103098.

Wardani, F. Y. K., & Aridah, A. (2024). Foreign language enjoyment among junior high school students in Samarinda. SCOPE: Journal of English Language Teaching, 8(2), 211–225.

Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.

Wu, W., & Kabilan, M. K. (2025). Foreign language enjoyment and learner engagement in EFL contexts: A positive psychology perspective. Frontiers in Psychology, 16, Article 1545114.

Yanagisawa, A., & Webb, S. (2022). Involvement load and incidental vocabulary learning: A meta-analysis. Language Teaching Research, 26(5), 1038–1061.

Zheng, S., & Zhou, X. (2022). The effects of cooperative learning on foreign language enjoyment and engagement among EFL learners. Language Teaching Research, 26(4), 725–744.