Unveiling multilingual English learners' perceptions about language-specific adversities and sufferings and their associated regulatory strategies: an existential positive psychology (EPP) perspective.
Previous studies have extensively endorsed the complexities, difficulties, and emotional pressures on learners learning English. However, there is limited evidence on language-specific adversities and suffering experienced by multilingual English students. To fill this gap, relying on existential po...
| Publicado en: | Journal of Multilingual & Multicultural Development Vol. 47; no. 5; pp. 3040 - 3056 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Jul2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=195033738&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 195033738 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01434632 41M jtl: Journal of Multilingual & Multicultural Development issn: 01434632 maglogo: N pubinfo: dt: Jul2026 vid: 47 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 195033738 10.1080/01434632.2025.2501157 ppf: 3040 ppct: 16 formats: tig: atl: Unveiling multilingual English learners' perceptions about language-specific adversities and sufferings and their associated regulatory strategies: an existential positive psychology (EPP) perspective. aug: au: Derakhshan, Ali MacIntyre, Peter affil: Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran Department of Psychology, Cape Breton University, Sydney, Canada su: Emotion regulation Mindfulness Positive psychology Psychological adaptation Multilingual education Cognitive restructuring therapy Learning problems Communication barriers sug: subj: Emotion regulation Mindfulness Positive psychology Psychological adaptation Multilingual education Cognitive restructuring therapy Learning problems Communication barriers keyword: Adversity existential positive psychology (EPP) multilingual students regulation strategies suffering ab: Previous studies have extensively endorsed the complexities, difficulties, and emotional pressures on learners learning English. However, there is limited evidence on language-specific adversities and suffering experienced by multilingual English students. To fill this gap, relying on existential positive psychology (EPP), the current study examined a sample of 58 multilingual English students' perceptions of language-specific adversities and sufferings and their associated regulatory strategies. A semi-structured interview was used to collect the data. The results of the thematic analysis indicated four common language-specific adversities and sufferings, namely 'acquiring a new linguistic system', 'learning barriers and complexities of L2', 'experiencing negative emotions', and 'adopting new cultural norms and practices'. To regulate these adversities, the participants employed different 'antecedent-focused' and 'response-focused' regulation strategies. As for response-focused strategies, 'situation avoidance', 'situation modification', 'cognitive reappraisal', and 'attention shift' were the most common strategies to manage adversities and sufferings. On the other hand, 'deep breathing', 'mindfulness practices', 'scaffolding strategies', and 'tolerance' were the most frequently used response-focused strategies. The study discusses each finding in detail and presents some theoretical and practical implications for multilingual students, teachers, and policymakers to understand and regulate language-specific adversities and sufferings more effectively. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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