Can earning academic credits be enjoyable? Positive psychology in a university course of intercultural communication

Abstract

Positive psychology in the realm of education seeks to accentuate the role of well-known non-cognitive factors, such as motivation, attitude as well as those less recognised ones, such as well-being. Looking at the positive, rather than pathological, side of psychology in education, we wish to ask questions that concern the happiness, enthusiasm and freedom from anxiety of those who learn a language. It is these factors which should contribute to student engagement and long-term motivation, which in turn should help in learning to study autonomously throughout their lifetime. Intercultural competence (IC), a crucial part of communicative competence, and thus an important element of language education today, is a certain candidate for life-long development. How can this aim be achieved without intrinsic motivation or simply enjoying IC matters? Enjoyable learning, however, may sound trivial and out of context at a university. Should not academic coursework focus on individual intellectual capacities for understanding and learning and be achievement, that is exam-oriented? Are not the lower levels of the educational ladder more appropriate for the introduction of student-centred instruction and collaborative skills tasks? The article is an attempt at suggesting the extent to which the tenets of positive psychology can be realised in an academic context.