Literary Flourishing in TESOL: A Conceptual Framework for Wellbeing-Oriented Literature-Based EFL Pedagogy
DOI:
https://doi.org/10.24903/sj.v11i1.2399Keywords:
TESOL, literature-based pedagogy, positive psychology, wellbeing education, transformative learningAbstract
Background:This conceptual review proposes Literary Flourishing in TESOL as an interdisciplinary framework for humanizing literature-based English language education. This article addresses the continued prevalence of instrumental TESOL paradigms, where literature is frequently relegated to supplementary reading, cultural content, or a means of vocabulary and comprehension practice. The article develops a conceptual model that positions literary engagement as a catalyst for human flourishing and linguistic development, drawing on a range of disciplines including positive psychology, wellbeing education, and narrative theory.
Methodology:The proposed PERMA-LIGHT model expands on the PERMA dimensions of wellbeing, which include positive emotion, engagement, relationships, meaning, and accomplishment, by incorporating literary, humanistic, and transformative dimensions such as literary empathy, identity formation, global and intercultural understanding, humanistic growth, and transformative reflection. The article also outlines WOLBEP, or Wellbeing-Oriented Literature-Based EFL Pedagogy, as a pedagogical framework comprising emotional engagement, narrative immersion, reflective meaning-making, dialogic interaction, transformative response, and flourishing reflection.
Findings:The review asserts that literature-based TESOL can foster linguistic competence, emotional wellbeing, empathy, identity formation, resilience, intercultural understanding, and reflective agency. The article provides a model for curriculum design, literature-based pedagogy, teacher education, and future research on language education that fosters flourishing.
Conclusion:The review concludes that literature-based TESOL should be repositioned from a supplementary language resource to a wellbeing-oriented pedagogy that develops linguistic competence alongside empathy, identity formation, intercultural understanding, and reflective growth.
Originality:The originality of this article lies in proposing Literary Flourishing in TESOL and operationalising it through the PERMA-LIGHT model and WOLBEP framework, which integrate wellbeing, literary pedagogy, and transformative learning into a unified conceptual approach.
References
REFERENCES
Abednia, A., & Crookes, G. V. (2019). Critical Literacy As A Pedagogical Goal In English Language Teaching. In X. Gao (Ed.), Second Handbook Of English Language Teaching (Pp. 1–21). Springer International Publishing. Https://Doi.Org/10.1007/978-3-319-58542-0_14-2
Botes, E., Dewaele, J., & Greiff, S. (2021). The Development And Validation Of The Short Form Of The Foreign Language Enjoyment Scale. The Modern Language Journal, 105(4), 858–876. Https://Doi.Org/Https://Doi.Org/10.1111/Modl.12741
Botes, E., Dewaele, J.-M., Greiff, S., & Goetz, T. (2024). Can Personality Predict Foreign Language Classroom Emotions? The Devil’s In The Detail. Studies In Second Language Acquisition, 46(1), 51–74. Https://Doi.Org/Doi: 10.1017/S0272263123000153
Botes, E., Van Der Westhuizen, L., Dewaele, J.-M., Macintyre, P., & Greiff, S. (2022). Validating The Short-Form Foreign Language Classroom Anxiety Scale. Applied Linguistics, 43(5), 1006–1033. Https://Doi.Org/10.1093/Applin/Amac018
Bruner, J. S. (1990). Acts Of Meaning: Four Lectures On Mind And Culture (Vol. 3). Harvard University Press.
Calafato, R. (2024). Literature In Language Education: Exploring Teachers’ Beliefs, Practices, Creativity, And Literary Competence. Pedagogies: An International Journal, 19(1), 80–98. Https://Doi.Org/10.1080/1554480x.2022.2164500
Calafato, R., & Hunstadbråten, S. (2025). Literature In Language Education: Exploring Efl Learners’ Literary Competence Profiles. English Teaching & Learning, 49(3), 537–559. Https://Doi.Org/10.1007/S42321-024-00193-W
Calafato, R., & Simmonds, K. (2022). Linkages Between Literary Response, Aesthetic Competence, And Literary Competence In The Efl Classroom. Studies In Educational Evaluation, 75, 101214. Https://Doi.Org/Https://Doi.Org/10.1016/J.Stueduc.2022.101214
Calafato, Raees, & Gudim, Freda. (2022). Literature In Contemporary Foreign Language School Textbooks In Russia: Content, Approaches, And Readability. Language Teaching Research, 26(5), 826–846. Https://Doi.Org/10.1177/1362168820917909
Canagarajah, S. (2012). Translingual Practice: Global Englishes And Cosmopolitan Relations. Routledge.
Carter, R. (2007). Literature And Language Teaching 1986–2006: A Review. International Journal Of Applied Linguistics, 17(1), 3–13.
Crosthwaite, P., Ningrum, S., & Lee, I. (2022). Research Trends In L2 Written Corrective Feedback: A Bibliometric Analysis Of Three Decades Of Scopus-Indexed Research On L2 Wcf. Journal Of Second Language Writing, 58, 100934.
Derakhshan, A., Dewaele, J.-M., & Noughabi, M. A. (2022). Modeling The Contribution Of Resilience, Well-Being, And L2 Grit To Foreign Language Teaching Enjoyment Among Iranian English Language Teachers. System, 109, 102890.
Dewaele, J.-M., Botes, E., & Meftah, R. (2023). A Three-Body Problem: The Effects Of Foreign Language Anxiety, Enjoyment, And Boredom On Academic Achievement. Annual Review Of Applied Linguistics, 43, 7–22.
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, 2128.
Fredrickson, B. L. (2001). The Role Of Positive Emotions In Positive Psychology: The Broaden-And-Build Theory Of Positive Emotions. American Psychologist, 56(3), 218.
Freire, P. (1970a). Pedagogy Of The Oppressed (Trans. Mb Ramos). New York: Continuum, 2005.
Freire, P. (1970b). Pedagogy Of The Oppressed (Trans. Mb Ramos). New York: Continuum, 2005.
Galloway, N., & Numajiri, T. (2020). Global Englishes Language Teaching: Bottom‐Up Curriculum Implementation. Tesol Quarterly, 54(1), 118–145.
Group, D. F. (2016). A Transdisciplinary Framework For Sla In A Multilingual World. The Modern Language Journal, 100(S1), 19–47.
Guo, J., Guo, X., Tian, Y., Zhan, H., Chen, Z.-S., & Deveci, M. (2024). Making Data Classification More Effective: An Automated Deep Forest Model. Journal Of Industrial Information Integration, 42, 100738. Https://Doi.Org/Https://Doi.Org/10.1016/J.Jii.2024.100738
Guo, Y., Xu, J., & Chen, C. (2023). Measurement Of Engagement In The Foreign Language Classroom And Its Effect On Language Achievement: The Case Of Chinese College Efl Students. International Review Of Applied Linguistics In Language Teaching, 61(3), 1225–1270.
Hafner, C. A., & Ho, W. Y. J. (2020). Assessing Digital Multimodal Composing In Second Language Writing: Towards A Process-Based Model. Journal Of Second Language Writing, 47, 100710.
Hall, G. (2005). Literature In Language Education. Springer.
Hooks, B. (2014). Teaching To Transgress. Routledge.
Jaakkola, E. (2020). Designing Conceptual Articles: Four Approaches. Ams Review, 10(1), 18–26.
Jiang, L. G., & Hafner, C. (2024). Digital Multimodal Composing In L2 Classrooms: A Research Agenda. Language Teaching, 1–19.
Jiang, L., Yu, S., & Lee, I. (2022). Developing A Genre-Based Model For Assessing Digital Multimodal Composing In Second Language Writing: Integrating Theory With Practice. Journal Of Second Language Writing, 57, 100869.
Kessler, M., & Marino, F. (2023). Digital Multimodal Composing In English Language Teaching. Elt Journal, 77(3), 370–376.
Kidd, D. C., & Castano, E. (2013a). Reading Literary Fiction Improves Theory Of Mind. Science, 342(6156), 377–380.
Kidd, D. C., & Castano, E. (2013b). Reading Literary Fiction Improves Theory Of Mind. Science, 342(6156), 377–380.
Kress, G. (2009). Multimodality: A Social Semiotic Approach To Contemporary Communication. Routledge.
Lee, I. (2023). Problematising Written Corrective Feedback: A Global Englishes Perspective. Applied Linguistics, 44(4), 791–796.
Lee-Goldman, R., & Petruck, M. R. L. (2018). Chapter 2. The Framenet Constructicon In Action. In Constructicography: Constructicon Development Across Languages (Pp. 19–40). John Benjamins Publishing Company.
Luukka, E. (2023). Meanings Attributed To Literature In Language Education. The Language Learning Journal, 51(1), 18–32.
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.
Mercer, S., & Dörnyei, Z. (2020). Engaging Language Learners In Contemporary Classrooms. Cambridge University Press.
Mezirow, J. (1991). Transformative Dimensions Of Adult Learning (Vol. 350). Jossey-Bass San Francisco, Ca.
Oatley, K. (1999). Meetings Of Minds: Dialogue, Sympathy, And Identification, In Reading Fiction. Poetics, 26(5–6), 439–454.
Oga-Baldwin, W. L. Q. (2019). Acting, Thinking, Feeling, Making, Collaborating: The Engagement Process In Foreign Language Learning. System, 86, 102128.
Paran, A. (2008). The Role Of Literature In Instructed Foreign Language Learning And Teaching: An Evidence-Based Survey. Language Teaching, 41(4), 465–496.
Prabjandee, D. (2020). Teacher Professional Development To Implement Global Englishes Language Teaching. Asian Englishes, 22(1), 52–67. Https://Doi.Org/10.1080/13488678.2019.1624931
Rosenblatt, L. M. (1994). The Reader, The Text, The Poem: The Transactional Theory Of The Literary Work. Siu Press.
Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding Of Happiness And Well-Being. Simon And Schuster.
Shao, K., Nicholson, L. J., Kutuk, G., & Lei, F. (2020). Emotions And Instructed Language Learning: Proposing A Second Language Emotions And Positive Psychology Model. Frontiers In Psychology, 11. Https://Doi.Org/10.3389/Fpsyg.2020.02142
Sulis, G. (2022). Engagement In The Foreign Language Classroom: Micro And Macro Perspectives. System, 110, 102902. Https://Doi.Org/Https://Doi.Org/10.1016/J.System.2022.102902
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second Language Anxiety And Achievement: A Meta-Analysis. Studies In Second Language Acquisition, 41(2), 363–387. Https://Doi.Org/Doi: 10.1017/S0272263118000311
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021a). Researching And Practicing Positive Psychology In Second/Foreign Language Learning And Teaching: The Past, Current Status And Future Directions. Frontiers In Psychology, 12. Https://Doi.Org/10.3389/Fpsyg.2021.731721
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021b). Researching And Practicing Positive Psychology In Second/Foreign Language Learning And Teaching: The Past, Current Status And Future Directions. Frontiers In Psychology, 12. Https://Doi.Org/10.3389/Fpsyg.2021.731721
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sunardi, Istanti Hermagustiana, Desy Rusmawaty, Noor Rachmawaty, Sirajuddin Kamal, Surjasni, Hengky
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
