Synergy of Positive Emotional Stimuli and Education Technologies in JobLab English Speaking Development for Graduates

Abstract

This study delves into the effectiveness of integrating the PERMA model, emphasising the synergy of positive emotional stimuli and education technologies satisfying digital natives daily within JobLab's framework for FLA (Foreign Language Acquisition) development among graduate students. The research methodology combined qualitative and quantitative data. With a focus on nurturing holistic well-being and language proficiency, this research involves forty-six students divided into an experimental group (N=23) with an innovative approach and a control group (N=23) following traditional teaching methods. Pre/post-observations and student self-assessment questionnaires FLCAS (Foreign Language Classroom Anxiety Scale) were utilised to assess the impact of the intervention. Statistical analysis using established software revealed notable improvements in English-speaking proficiency among the experimental group, emphasising the significance of the PERMA model's integration in JobLab. Results indicated improved professional English language learning performance for the experimental group with the positive emotional stimuli and technology integration approach, highlighting the potential for cultivating proficient communicators among graduates.