This study applies positive psychology to improve EFL learners’ listening comprehension ability. To this aim, two groups of EFL learners (N = 45) participated in the study. The learners in the experimental group received the positive psychology intervention based on four components of positive psychology including hope, gratitude, emotion regulation, and empathy and those in the control group received the usual listening comprehension activities. The results including listening comprehension scores along with the analysis of the semi-structured interviews and class observations showed the effectiveness of the intervention, highlighting an increase in the students' listening comprehension scores. It was found that the experimental group experienced a range of positive and negative emotions, with positive emotions more than twice as frequent as negative emotions. The findings also showed that the intervention informed the instructor regarding specific areas where the learners encountered difficulty and in so doing, it allowed for applying appropriate strategies to help them overcome such problems. Finally, the theoretical and pedagogical implications of integrating positive emotions in foreign language teaching are discussed.

本研究应用积极心理学来提高英语学习者的听力理解能力。为此，两组 EFL 学习者（N = 45）参与了这项研究。实验组学习者接受基于希望、感恩、情绪调节和共情四个积极心理学成分的积极心理干预，对照组学习者接受通常的听力理解活动。包括听力理解分数在内的结果以及对半结构化访谈和课堂观察的分析表明了干预的有效性，突出了学生听力理解分数的提高。结果发现，实验组经历了一系列积极和消极的情绪，积极情绪的频率是消极情绪的两倍多。调查结果还表明，干预将学习者遇到困难的具体领域告知教师，并在这样做时，允许应用适当的策略来帮助他们克服这些问题。最后，讨论了在外语教学中整合积极情绪的理论和教学意义。