00051000950 students’ well being and practices for well being enhancement when studying english beyond the classroom a case study

00051000950 students’ well being and practices for well being enhancement when studying english beyond the classroom a case study 00051000950 students’ well being and practices for well being enhancement when studying english beyond the classroom a case study

INTRODUCTION

Rationale of the study

Well-being encompasses positive states like happiness, fulfillment, and a sense of purpose, making it a broad and multidimensional concept In recent decades, various academic fields—including psychology, sociology, and education—have increasingly studied well-being’s importance It involves achieving a balance between positive experiences like joy and contentment and negative ones such as anxiety and stress, emphasizing thriving rather than merely avoiding illness.

Well-being plays a crucial role in helping students effectively cope with challenges such as academic stress, social isolation, language barriers, and cultural differences, particularly for those studying in non-native English-speaking environments These students face the dual demands of mastering a new language and integrating into diverse cultural settings while maintaining strong academic performance Research by Diener (1984) and Seligman (2011) indicates that students with higher levels of well-being are more likely to succeed academically, actively participate in extracurricular activities, and build positive social relationships Overall, well-being not only enhances academic achievement but also enriches students’ engagement and overall educational experience.

Existing research on well-being in educational contexts primarily concentrates on students within classroom settings However, with the rise of self-directed and informal language learning outside traditional classrooms, it is essential to explore how learners manage their well-being in these independent learning environments Understanding students’ well-being strategies beyond formal education can inform more effective support systems for language learners engaged in autonomous study.

This study fills a critical gap in the existing literature by exploring students’ well-being and language learning beyond the classroom setting While most previous research focuses on general student well-being or the challenges of learning English as a second language, few studies have employed the PERMA model to assess how students enhance their well-being through language learning The findings provide new insights into the positive impact of language education on students’ mental health and overall well-being.

This research investigates students' well-being, identifying key factors that influence it and exploring effective strategies to enhance their experience while studying English outside formal classroom settings It aims to address gaps in existing literature, especially within non-Western contexts like Vietnam, by providing culturally relevant insights As an experienced English teacher, the researcher recognizes the potential to apply these findings to improve educational outcomes and student engagement Additionally, the study emphasizes how current research addresses well-being in language learning and highlights the suitability of the PERMA model as an effective framework for promoting student well-being in this context.

Aims and objectives of the research

This study aims to gain deeper insights into the key factors influencing students’ well-being and explore effective practices for enhancing well-being outside the classroom while studying English The research focuses on identifying how various elements impact students’ mental health and motivation in language learning Additionally, the project seeks to uncover strategies students use to improve their well-being during their English studies, providing valuable implications for educators and learners alike.

+ To examine the current state of well-being among students in a university in Vietnam studying English beyond the classroom

+ To assess the extent to which factors such as academic stress, language barriers, cultural differences, individual challenges and social isolation influence their well-being

+ To explore the strategies students used to enhance their well-being, particularly in the context of English language learning.

Research questions

Based on the research objectives above, it can be stated in the form of the following research questions:

1) What is the current state of well-being among students in a university in Vietnam studying English beyond the classroom?

2) To what extent do students rate the influence of factors on their well-being?

3) How do students enhance their well-being when studying English beyond the classroom?

Scope of the research

This study was conducted with 90 university students in Hanoi, focusing on how five key factors influence their PERMA model of well-being It explores the impact of these factors on students’ overall happiness and mental health while studying English beyond the classroom Additionally, the research identifies five effective strategies to enhance student well-being, supporting their academic success and personal growth.

Methods of the study

This study utilized a mixed-methods approach, combining quantitative and qualitative data collection and analysis to explore factors affecting students’ well-being while studying English beyond the classroom Quantitative data were gathered through questionnaires that identified key influences on student well-being, while qualitative insights were obtained through open-ended interview questions, revealing how students actively enhance their well-being outside the formal learning environment.

Significance of the research

The study hopes to contribute to the field of English language teaching and students’ well-being

This study advances understanding of the link between language learning and students' well-being, especially in Vietnam where research on student well-being is limited It offers valuable insights for researchers and educators, highlighting the importance of supporting student well-being beyond the classroom The findings can serve as a useful reference for future studies and help raise awareness about the role of language education in promoting overall student health and happiness.

This research is significant as it fills a gap in the existing literature by examining students' well-being in English language learning beyond the classroom through the PERMA model While general educational well-being has been extensively studied, this study specifically explores the factors influencing students' well-being and the strategies they employ to enhance it These insights are valuable for developing targeted support systems and interventions to improve the well-being and learning outcomes of English language learners.

This research provides important insights for educators, policymakers, and stakeholders in language education by highlighting the key factors that influence students’ well-being and effective strategies to improve it The findings can inform the development of targeted interventions and policies to support language learners’ mental health and overall well-being Additionally, this study contributes to the broader understanding of the relationship between language learning and well-being, emphasizing the importance of prioritizing student well-being in language education.

Structural organisation of the thesis

The thesis consists of six chapters:

Chapter 1 – Introduction provides the general introduction of the study with the rationale, the aims and objectives, the research questions, the scope, the methods, the significance and organisation of the study

Chapter 2 – The literature review critically examines previous studies on students' well-being and strategies for enhancing it when studying English beyond the classroom It also outlines the theoretical framework, including definitions of well- being, factors influencing well-being, and effective practices for promoting well- being in this context.

Chapter 3 – Methodology restates the research questions, the context, the research approach, the research procedure, data collection instruments and analysis

Chapter 4 – The findings are presented with the data analysis resulting from different instruments from the questionnaire and interviews

Chapter 5 – Discussion – This chapter provides the discussion on the factors impacting students’ well-being and practices for their well-being enhancement when studying English beyond the classroom

Chapter 6 – Conclusion – This chapter presents the summary of the main issues and some pedagogical recommendations This is followed by limitations of the study and some suggestions for further study.

LITERATURE REVIEW

Introduction to well-being in educational context

This section provides an overview of well-being in education, emphasizing its importance for student success and overall development It then reviews the theoretical foundations of well-being beyond the classroom, exploring how factors outside academic settings influence student health and happiness Finally, the discussion highlights the significance of well-being for students, underscoring its impact on academic achievement, mental health, and lifelong resilience.

Well-being in education is a holistic concept that encompasses students’ physical, mental, emotional, and social health, fostering their ability to thrive academically and personally It involves students’ satisfaction, positive emotions, and overall contentment within the learning environment Recognized as a crucial factor, well-being significantly impacts academic performance while also shaping essential social skills, self-confidence, and long-term life success Prioritizing student well-being leads to more engaging, supportive educational experiences and better overall student outcomes.

The importance of student well-being in education is increasingly recognized due to its strong link to academic success and personal development Research shows that students with high levels of well-being tend to perform better academically, demonstrate greater engagement, and maintain a positive attitude toward learning Specifically, aspects like subjective well-being—encompassing life satisfaction and positive emotions—boost academic motivation and school engagement, laying the groundwork for ongoing personal and academic growth.

While existing studies suggest a link between well-being and academic outcomes, they often do not establish causality, raising questions about whether improved well-being directly enhances academic performance or if other factors like supportive environments and effective teaching practices are more influential To better understand these relationships, further research using longitudinal or experimental designs is essential to clarify the true causal pathways involved.

Moreover, psychological well-being has been linked to critical educational outcomes

Integrating social-emotional well-being into educational practices enhances students' resilience and their ability to develop effective coping strategies This approach supports students in setting and pursuing meaningful academic and life goals, leading to increased happiness and reduced burnout As a result, fostering social-emotional skills helps build a supportive and positive learning community, promoting overall student well-being (Egan et al., 2022).

Well-being significantly influences students' long-term success and overall life satisfaction, extending beyond immediate academic performance Research indicates that promoting well-being in educational settings enhances academic engagement, strengthens interpersonal relationships, and supports continuous personal development (Bird & Markle, 2012) Therefore, fostering a culture of well-being in schools is crucial for empowering students to lead flourishing, accomplished, and fulfilling lives.

Focusing on student well-being enables educational institutions to foster environments that promote both academic achievement and personal development By prioritizing emotional and social health, schools can equip students with the necessary skills to succeed academically while nurturing their overall well-being Creating a supportive and balanced learning environment enhances students' ability to excel academically and develop critical life skills for long-term success.

2.1.2 Theoretical perspectives of well-being

Understanding well-being is essential for creating supportive educational environments that enable students to excel academically and grow personally Different theoretical frameworks provide valuable insights into measuring and improving student well-being within schools and universities Incorporating these perspectives can help develop effective strategies to promote overall student health, engagement, and success.

In addition to the PERMA Model, several other theoretical frameworks address well- being in education Self-determination theory (SDT), proposed by Deci and Ryan

Self-Determination Theory (SDT) highlights the importance of psychological needs such as autonomy, competence, and relatedness in student motivation When students feel in control of their learning, perceive themselves as capable, and build meaningful connections with others, they experience increased well-being and academic motivation This theory emphasizes the critical role of intrinsic motivation and supportive learning environments in fostering student engagement and overall well-being.

The Transactional Model of Stress and Coping, developed by Lazarus and Folkman (1984), emphasizes how individuals appraise and manage stress, making it highly relevant for understanding students' responses to academic pressures such as exams and language anxiety This framework highlights the importance of effective stress management and adaptive coping strategies in maintaining emotional stability and overall well-being within educational settings.

The PERMA Model offers a comprehensive framework for enhancing English language learning beyond the classroom, addressing emotional stress, social interaction, and personal achievement By promoting positive emotions, fostering deep engagement, and building meaningful peer relationships, it supports learners in overcoming challenges Additionally, connecting language skills to a broader purpose and celebrating milestones helps sustain motivation and boost overall well-being This holistic approach is essential for fostering resilience, motivation, and long-term success in English language learners.

Integrating the PERMA Model into educational practices helps create supportive environments that foster both academic achievement and students' emotional and social well-being This holistic approach addresses the increasing demand for well-rounded education, equipping students to excel academically and personally Research by Bird and Markle (2012) and Fan (2020) emphasizes the importance of nurturing emotional health alongside academic success for long-term student development.

The PERMA model, developed by Martin Seligman (2011), is a framework for understanding and fostering well-being It identifies five core components essential to a fulfilling and thriving life:

This section examines the PERMA model of well-being developed by Seligman (2011), highlighting its focus on positive emotions, engagement, relationships, meaning, and achievement as key components of a fulfilling life Additionally, it provides an overview of other important theoretical frameworks, including self-determination theory, which emphasizes the importance of autonomy, competence, and relatedness in motivation and well-being, and the transactional model of stress and coping, which explains how individuals manage stress through appraisal and coping strategies to maintain psychological health.

The PERMA model, developed by Seligman (2011), identifies five essential components for well-being: positive emotion, engagement, relationships, meaning, and accomplishment Positive emotions like joy and hope motivate students and help them cope with challenges, while engagement or "flow" enhances learning effectiveness by promoting deep focus and reducing distractions Supportive social relationships foster a sense of belonging and emotional well-being, which are vital for student development Connecting academic work to personal or societal goals provides meaning, fueling motivation and fulfillment Achieving goals through accomplishments boosts self-efficacy and confidence Collectively, these components provide a comprehensive framework for understanding well-being and inform educational practices that promote both academic success and personal growth.

The PERMA model is widely used in educational research and practice to enhance student well-being School-based interventions grounded in the PERMA framework have been shown to boost student engagement, foster positive emotions, and support the setting of meaningful academic goals These programs contribute to increased life satisfaction, reduced student stress, and better academic performance Empirical studies, such as those by Bird & Markle, demonstrate that PERMA-based initiatives lead to higher academic achievement and improved mental health outcomes Incorporating the PERMA model into educational strategies promotes holistic student development and overall well-being.

The PERMA model and English language education

Cheng and Chen (2021) found that integrating the PERMA model into English listening and speaking lessons in Chinese universities significantly improves students' pronunciation, oral fluency, and listening comprehension Their 14-week quasi-experimental study showed that positive emotions during lessons reduce language anxiety, while increased engagement and meaningful tasks motivate active participation This research highlights how PERMA creates a positive learning environment that enhances both linguistic skills and psychological well-being.

Tra-My and Nguyen (2024) investigated the effectiveness of the PERMA model in English for Medical Purposes (EMP) classes in Vietnam, highlighting its positive impact on students' speaking performance Their research identified Accomplishment and Positive Emotions as the most influential components, which boost student confidence and decrease performance anxiety The study recommends integrating the PERMA framework into English Language Teaching (ELT) methodologies to enhance both language skills and student well-being, offering comprehensive academic and emotional benefits.

The application of the PERMA model supports EFL teachers’ well-being alongside student development, promoting positive emotions and a sense of meaning to reduce burnout and boost classroom engagement (Minh, 2024) Minh’s systematic review highlights that integrating PERMA benefits teachers’ mental health and enhances their instructional effectiveness, creating a positive ripple effect within the learning environment Emphasizing teacher well-being through PERMA can lead to more engaged and motivated educators, ultimately improving student outcomes.

Rogers, McMurry, and Dewey (2023) investigated how implementing Positive Psychology Interventions (PPIs) based on the PERMA model within an intensive English program can enhance student well-being Their study found that weekly lessons incorporating PERMA elements significantly improved students' motivation and enjoyment while maintaining effective language learning The results demonstrate that the PERMA model effectively aligns psychological well-being with academic success in English Language Teaching (ELT), highlighting its potential to foster holistic student development.

The PERMA model enhances language education by fostering inclusive and supportive learning environments that address both emotional and academic needs It promotes resilience, reduces anxiety, and encourages students to engage deeply in meaningful learning activities Additionally, PERMA-based interventions support teacher well-being and effectiveness, aligning with contemporary trends towards holistic education Overall, the model's application in language teaching creates a more nurturing and effective educational experience for both students and educators.

Research on the application of the PERMA model in ELT demonstrates its transformative potential in enhancing both language proficiency and student well-being Studies by Cheng and Chen (2021), Tra-My and Nguyen (2024), Minh (2024), and Rogers et al (2023) show that integrating PERMA into language education boosts students' confidence, reduces anxiety, and helps teachers create engaging, positive learning environments These findings underscore the importance of adopting a multidimensional approach to language teaching that emphasizes both academic achievement and psychological well-being.

The relationship between students’ well-being and English language learning

Student well-being is a vital factor influencing success in English language learning, especially in informal settings beyond traditional classrooms Research emphasizes that emotional stability, cognitive clarity, and resilience, all fostered by well-being, are essential for effective language acquisition Despite its importance, challenges such as language anxiety and social isolation—often intensified by cultural and educational factors—remain underexplored, necessitating a deeper understanding and tailored solutions Well-being significantly impacts students' academic, emotional, and social outcomes, including motivation and resilience in English language learning (ELL) To fully grasp these dynamics, it is crucial to consider cultural and educational contexts, individual differences, and digital learning environments, highlighting the need for ongoing research into the specific challenges faced in diverse learning situations.

Positive well-being enhances cognitive functions such as memory, attention, and problem-solving, which are vital for effective language acquisition Students experiencing higher levels of well-being tend to be more engaged and resilient learners However, understanding this relationship requires considering cultural and personal factors, as collectivist cultures prioritize group achievements while individualist cultures focus on personal goals Incorporating these cultural dimensions is essential to fully comprehend how well-being influences learning outcomes.

Language anxiety and social isolation significantly hinder English language learners (ELLs), with anxiety stemming from fear of judgment, lack of fluency, and cultural differences, while social isolation results from limited interaction opportunities Despite widespread acknowledgment of these issues, their root causes and effective solutions are often underexplored Research by Qiu (2022) highlights that fear of making errors discourages participation in classroom discussions but lacks specific strategies for alleviating this anxiety Implementing interventions such as structured peer support, mindfulness practices, and creating safe spaces for language practice can effectively build confidence and reduce anxiety among ELLs Addressing these challenges through targeted strategies is essential for improving language acquisition and fostering social integration for ELL students.

Well-being is closely linked to academic success, as students with high subjective well-being demonstrate greater engagement, higher achievement, and better problem-solving skills It enhances cognitive functions such as memory and concentration, which in turn improve learning effectiveness Motivation, a key component of well-being, drives students to approach academic challenges with enthusiasm and perseverance Therefore, fostering a positive educational environment that supports student well-being is crucial for both academic performance and personal development.

Higher education students often encounter challenges that impact their mental and emotional health, including adapting to new academic environments, managing increased responsibilities, and forming social connections Academic pressures like high expectations, heavy workloads, and competitive grading contribute significantly to stress and anxiety levels Moreover, establishing a sense of belonging in diverse or unfamiliar settings is crucial, as feelings of isolation can negatively affect overall well-being (Deci & Ryan, 2012).

Well-being is essential for student success, significantly influencing mental health, motivation, and learning outcomes Higher education institutions can foster academic excellence and personal growth by addressing students' unique challenges Effective learning, especially in self-directed and informal environments, is closely connected to overall well-being Therefore, adopting holistic educational approaches that prioritize mental and emotional health is crucial for supporting student achievement and personal fulfillment.

Social interaction plays a vital role in language learning by enhancing communication skills through practice and engagement However, many students experience anxiety when interacting with native speakers or participating in group activities due to fears of judgment or limited fluency While social interaction provides essential language practice, it can also lead to stress and discomfort, especially for introverted or anxious learners (Qiu, 2022).

The PERMA Model of Well-Being (Seligman, 2011) provides a comprehensive framework to improve student well-being beyond the classroom in English language learning It emphasizes five key elements: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment Reducing language anxiety and fostering positive emotions can significantly boost students' communication skills and class participation Building meaningful peer relationships and creating a sense of purpose in language learning enhance motivation and social connection Celebrating small successes, such as mastering vocabulary or completing conversations, helps build confidence and reinforces a sense of achievement.

Well-being is a comprehensive concept that includes emotional, physical, and social dimensions, representing a state of contentment, good health, and meaningful social connections According to the World Health Organization, well-being involves recognizing one’s abilities, effectively managing stress, and actively contributing to the community It is closely linked to happiness and overall life satisfaction, making it a vital aspect of a fulfilling and healthy life.

In education, tools like Harvard's Human Flourishing Program are used to measure well-being across areas such as happiness, health, and relationships Increasingly, organizations are prioritizing the assessment and promotion of well-being to foster healthier, more productive environments.

Student well-being in educational settings is shaped by academic demands, social relationships, and personal circumstances, which significantly influence mental health and academic success (Suldo et al., 2016) High academic stress is linked to poorer mental health, decreased academic performance, and lower life satisfaction (Pascoe et al., 2020) Social isolation can cause loneliness and depression, hindering students’ overall well-being and academic achievements (Sadeghi Bahmani et al., 2017) Additionally, cultural differences and language barriers, especially in foreign language learning environments, heighten stress levels and negatively affect student well-being (Ward et al., 2001b).

Existing research in Vietnam highlights that academic pressure, language barriers, cultural differences, and social isolation significantly impact student well-being Studies by Tran et al (2024) and Nguyen et al (2019) reveal that high academic workload and parental expectations contribute to elevated stress levels among students Thanh (2016) emphasizes the role of cultural norms and workplace relationships in increasing stress and social isolation Tuân et al (2020) identify financial concerns and intense academic competition as key stressors for university students Furthermore, Huynh Van et al (2019) establish a strong link between high stress levels and the need for emotional support, underscoring the importance of culturally tailored interventions to enhance student mental health in Vietnam.

Research indicates that nurturing well-being in ELL contexts can be achieved through various effective strategies Incorporating humor and peer encouragement helps foster positive emotions, reducing language anxiety and boosting speaking fluency (Dewaele & MacIntyre, 2014) Gamified learning environments, such as role-playing games, enhance student engagement and improve vocabulary retention and conversational confidence by creating a fun, interactive space for practice (Reinders & Wattana, 2015) Building relationships via peer mentoring provides emotional support and a sense of belonging, which are crucial for learners’ well-being (Gass & Mackey, 2007) Connecting language learning to meaningful goals, like career opportunities or travel, increases motivation and persistence (Ushioda, 2009) Celebrating small achievements, such as mastering vocabulary or completing conversations, helps develop self-efficacy and resilience, contributing to overall well-being (Saito & Samimy, 1996).

Current research on well-being and language learning reveals significant gaps, including reliance on potentially biased self-reported data and a shortage of longitudinal studies examining the long-term effects of well-being interventions on language acquisition The application of the PERMA model often adopts a one-size-fits-all approach, failing to address the diverse cultural and linguistic needs of English language learners (ELLs) Moreover, the impact of digital tools on well-being within self-directed learning environments remains underexplored, particularly regarding balancing learner autonomy with social connectivity Addressing these gaps is essential to enhance effective, inclusive language learning strategies that foster well-being.

Digital tools and online communities provide valuable opportunities to support ELLs, especially in self-directed and informal learning environments, by offering accessible, low-pressure platforms for language practice and global peer connections These platforms help reduce isolation and offer flexible learning options, making language development possible for students lacking access to traditional classrooms However, the effectiveness of digital tools depends on thoughtful implementation, as they can enhance engagement but may not fully address students' emotional and social needs without personalized guidance and human interaction.

Factors affecting students’ well-being

Learning English in an academic setting presents unique challenges that highlight the importance of student well-being As English language learners strive for proficiency, they often experience pressure to achieve rapid progress, which can impact their emotional and social engagement Student well-being plays a crucial role in maintaining motivation, enhancing engagement, and improving overall learning outcomes, especially in environments where English is essential for academic success and future career opportunities Addressing these well-being concerns is vital for supporting effective language acquisition and fostering a positive learning experience.

Academic stress arises from the perceived gap between academic demands and a student's ability to meet them, often intensified by heavy workloads, time constraints, and performance pressures For students learning English in a non-native environment, language barriers and unfamiliar academic systems further heighten this stress Research by Sohail (2013, p 71) indicates that higher stress levels are associated with poor academic performance, as stress hampers emotional and cognitive functions, leading to anxiety, burnout, and lower academic achievement (Misra et al., 2000) In the context of English learners, this stress can obstruct language acquisition, which requires resilience and focus Additionally, the PERMA model shows that academic stress negatively impacts Positive Emotions and Engagement by increasing anxiety and frustration, making it difficult to attain a state of flow (Csikszentmihalyi, 1990) and thus reducing satisfaction and learning engagement.

Language barriers significantly hinder students learning English outside the classroom, affecting their comprehension of academic materials, participation in discussions, and ability to express themselves effectively These challenges slow academic progress and cause psychological stress, leading to feelings of isolation and frustration (Read et al., 2003) Communication difficulties also limit involvement in class and group activities, reducing engagement and the sense of belonging Moreover, language barriers impact social integration and access to support networks, increasing stress and hindering students’ ability to seek help (Andrade, 2006) According to the PERMA model, these barriers negatively influence Meaning and Accomplishment, as struggles with comprehension decrease students’ sense of purpose and achievement, leading to diminished motivation and self-efficacy (Seligman, 2011; Chirkov et al., 2007).

Individual factors such as time management, financial pressures, and personal circumstances heavily influence students' well-being when studying English beyond the classroom Poor time management can lead to increased stress, lowered academic performance, and emotional strain, especially when balancing language learning demands (Macan et al., 1990) Financial challenges, including tuition fees and learning materials, often contribute to anxiety and depression as students juggle work and study responsibilities (Ross et al., 1999) Personal circumstances like family obligations, health issues, and cultural expectations add further complexity, causing distractions and decreasing motivation (Smith & Khawaja, 2011) The cumulative effect of these factors can result in burnout, characterized by stress, isolation, and emotional exhaustion due to the intertwined impact of poor time management, financial strain, and personal challenges (Misra et al., 2000) According to the PERMA model, these issues diminish students’ sense of achievement and purpose, reducing motivation and resilience in their educational journey (Locke).

Cultural differences significantly challenge international students by impacting their social and academic experiences, often leading to cultural dissonance as they struggle to reconcile native values with new cultural norms (Ward et al., 2001a) Students from collectivist cultures may find Western educational practices, such as self-directed learning and critical thinking, confusing and stressful (Smith & Khawaja, 2011), which can hinder their ability to develop supportive relationships and cause social isolation (Palfreyman, 2006) Additionally, cultural clashes between expectations and personal goals can diminish students’ sense of purpose and motivation, affecting their overall well-being and sense of meaning in their academic journey (Steger et al., 2006).

Social isolation, characterized by loneliness and a lack of meaningful connections, significantly challenges students learning English outside the classroom, often due to limited opportunities to interact with peers or native speakers and language barriers that hinder social and academic engagement (Tanaka, 2007) This isolation can adversely affect emotional well-being by increasing stress, anxiety, and depression, especially for students with weak support networks (Zimet et al., 1988) According to the PERMA model, social isolation impacts the Relationships component, which is essential for a sense of belonging and emotional stability (Seligman, 2011) To combat this, promoting positive emotions, fostering meaningful relationships, and creating a sense of purpose in language learning can enhance student well-being Encouraging engagement, celebrating small achievements, and reducing academic stress can boost confidence, motivation, and overall emotional health in language learners.

Key factors influencing EFL learners' well-being include academic stress, language barriers, individual differences, cultural disparities, and social isolation These variables are closely linked to the challenges faced in English language learning, particularly in Asian contexts like Vietnam, as evidenced by established literature such as Tran et al (2020) and Nguyen & Hall Recognizing these challenges is crucial for addressing student well-being and supporting successful language acquisition.

2022) Academic stress has a well-documented impact on emotional stability and academic outcomes (Misra & McKean, 2000), while language barriers and cultural differences interfere with communication, adjustment, and learning integration

Individual factors like time management and self-regulation significantly enhance students' coping skills and resilience (Ward et al., 2001; Chen et al., 2021) Social isolation directly contributes to feelings of loneliness, reduced motivation, and diminished learning engagement (Zimet et al., 1988) Although financial stress, technology use, and personality traits also influence student well-being, this study emphasizes these factors due to their strong presence in the literature and their direct relevance to the Vietnamese higher education context.

Practices for enhancing well-being enhancement

This study explores effective strategies students use to improve their well-being while studying English outside the classroom Research shows that student well-being is a crucial factor in academic success and personal growth, especially for those learning English as a second language The literature review highlights key practices identified in academic research that significantly enhance student well-being in language learning contexts Implementing these strategies can lead to improved motivation, reduced stress, and a more positive learning experience for English learners.

Mindfulness techniques are effective in reducing stress and enhancing emotional regulation, especially for students learning English beyond the classroom By promoting present-focused awareness and non-judgmental acceptance of thoughts and feelings, mindfulness helps alleviate stress and foster emotional stability (Kabat-Zinn, 2005) These practices support the Positive Emotions component of the PERMA model by increasing feelings of calmness, joy, and resilience in academic contexts To ensure cultural relevance, especially for Vietnamese students, culturally adapted mindfulness approaches rooted in Buddhist traditions—such as mindful walking, breathing, and eating—can provide a more familiar and meaningful framework, thereby improving emotional regulation and student engagement.

Social support networks—comprising peers, family, and institutional systems—are essential for enhancing students' well-being in English learning beyond the classroom Peer relationships foster a sense of belonging and are instrumental in helping students navigate academic challenges (Tinto, 1994), while family support provides vital emotional stability (Reid & Taylor, 2015).

Institutional support, including mentorship and counseling, plays a crucial role in helping students overcome academic and personal challenges (Kuh et al., 2011) While Vietnam’s Vietnam National University fosters informal peer networks through language clubs, there is a limited availability of formal mentorship and counseling services Social media platforms like Facebook effectively boost engagement and motivation in English language learning among students (Nguyễn, 2023) To enhance students’ academic and emotional well-being, expanding mentorship programs, implementing online counseling platforms, and promoting mental health awareness through culturally relevant practices such as mindfulness are essential strategies (Nguyễn et al., 2023).

Structured language learning strategies, such as time management, targeted practice, and multimedia resources, are essential for supporting students' well-being by promoting academic success and emotional resilience beyond the classroom These approaches align with the Accomplishment and Engagement components of the PERMA model, helping students set clear goals, engage with purposeful activities, and derive satisfaction from their learning efforts (Dửrnyei, 2005) For Vietnamese learners, tailored methods like using bilingual materials, mobile apps like Duolingo and Quizlet, and multimedia tools such as films and podcasts offer accessible and engaging language practice (Pham et al., 2023; Nguyễn et al., 2023) Participating in group activities within language clubs and completing culturally relevant tasks, like writing essays on Vietnamese traditions in English, further enhance student engagement and confidence (Nguyễn, 2018) Overall, these strategies improve linguistic competence while fostering emotional resilience and a sense of achievement.

Engaging in hobbies and personal interests, such as reading, creative pursuits, and exploring cultural content, significantly enhances students' well-being while studying English beyond the classroom These activities provide emotional restoration and help reduce academic stress, aligning with the Positive Emotions and Meaning components of the PERMA model by fostering joy and a sense of purpose (Kern et al., 2015) For Vietnamese students, hobbies like singing karaoke, watching K-dramas, or exploring Vietnamese literature can boost well-being through enjoyment and stress relief Incorporating these interests into language learning—such as using English karaoke to improve pronunciation or watching subtitled dramas to enhance listening skills—makes the learning process more engaging and effective.

Schools and teachers can enhance student engagement and well-being by establishing extracurricular clubs and incorporating hobby-related activities into the curriculum Engaging students in team-based projects like group singing and creative tasks fosters strong relationships, reduces social isolation, and promotes emotional resilience These initiatives not only bolster students' social skills but also contribute to improved academic performance and overall personal development.

Regular physical exercise is essential for enhancing students' well-being beyond the classroom, offering mental and emotional benefits such as reduced stress, anxiety, and depression through the release of mood-boosting endorphins (Ratey & Hagerman, 2008) Engaging in activities like yoga, sports, or aerobic exercises helps students stay focused and present, supporting emotional stability and academic success by promoting the Engagement component of the PERMA model (Biddle & Asare, 2011) For Vietnamese students, incorporating culturally relevant activities like cycling, badminton, or yoga provides a balanced way to manage academic pressures Schools can encourage participation through initiatives like campus fitness challenges, free yoga classes, and home-based routines, while integrating English learning into physical activity—such as vocabulary relays, spoken prompts during sports, or English-language yoga sessions—can make language acquisition more engaging and enjoyable, fostering both well-being and educational achievement.

Digital resources are essential for enhancing student well-being by providing accessible tools for stress management, academic support, and social connection Studies show that digital platforms like virtual counseling, mindfulness apps, and language-learning communities effectively reduce stress and boost emotional resilience Online peer support groups and educational forums foster a sense of belonging, helping to mitigate social isolation Gamified learning environments and mobile apps such as Duolingo and Quizlet increase engagement and motivation, especially for language learners However, their success relies on thoughtful integration into educational programs to balance digital interaction with real-world social experiences Further research is necessary to optimize digital tools for supporting student well-being across diverse educational and cultural settings.

Review of related studies

Student well-being, encompassing emotional, social, and psychological health, is essential for both academic success and personal growth The PERMA model—focused on positive emotion, engagement, relationships, meaning, and accomplishment—serves as an effective framework for enhancing overall well-being Research indicates that improved well-being has a positive impact on academic achievement and personal development, especially in language learning beyond the classroom setting The review highlights how academic stress, self-directed learning, and social engagement significantly influence student well-being It emphasizes the need for culturally adaptive, context-specific interventions to effectively support students' mental health and academic performance.

Academic stress significantly impacts students' emotional well-being by decreasing positive emotions and heightening negative feelings Major stressors such as heavy workloads, intense performance pressures, and uncertainty about the future contribute to this emotional distress Research by Banerjee et al (2017) and Mantzios et al (2020) highlights the strong connection between academic stress, emotional challenges, lower student satisfaction, and poorer academic performance Addressing these stressors is crucial for improving student mental health and academic success.

Mindfulness techniques have been shown to effectively combat academic stress by reducing negative emotions and improving emotional regulation in students Research by Pogrebtsova et al (2018) demonstrated that a 5-day mindfulness intervention increased positive affect among university students, highlighting its practical benefits Yoga-based mindfulness practices also enhance emotional resilience, self-compassion, and positive emotions, as reported by Patel et al (2018) Additionally, mindfulness-based stress reduction (MBSR) programs significantly decrease psychological distress and boost mood in students under intense academic pressure, according to Rosenzweig et al (2003) Specifically, Vietnamese EFL learners experience heightened stress due to language barriers and performance pressures, which diminish positive emotions; however, adapting mindfulness techniques to Vietnamese cultural contexts—potentially through traditional practices—could improve their effectiveness (Nguyen & Bau, 2024) Overall, academic stress negatively impacts students' well-being, making mindfulness an essential intervention to promote emotional regulation, resilience, and a positive academic experience Integrating mindfulness practices into educational settings offers valuable tools for stress management and enhances student well-being.

Cultural differences significantly influence students' engagement with self-directed learning (SDL), as students from cultures emphasizing structured, teacher-led instruction often need more guidance to stay engaged Research shows that students from individualistic cultures tend to thrive in SDL environments, whereas those from collective, group-oriented cultures benefit more from peer support Incorporating interactive and enjoyable physical activities—such as high-intensity exercises, music, and supportive teaching—can markedly boost student motivation and involvement Overall, addressing cultural factors through culturally sensitive strategies and engaging physical activity programs can effectively improve student participation and meet diverse educational needs.

Studying English outside the classroom can result in social isolation, as students often face challenges in engaging with native speakers and peers, which can hinder language development and negatively affect emotional well-being According to research by Palfreyman (2006) and Tanaka, these social barriers may limit opportunities for meaningful practice and cultural exchange, emphasizing the importance of structured learning environments for effective language acquisition.

Inadequate social networks can limit meaningful interactions among students, with UAE and Japanese students often relying on peers from their home countries rather than native speakers Creating social support networks is essential, as research by Phung et al (2023) demonstrates that language clubs enhance English proficiency and promote community building Additionally, studies by Razak et al (2013) and Rivens Mompean (2010) highlight that online platforms like Facebook and blogs facilitate collaborative learning and genuine interactions For Vietnamese EFL learners, platforms such as Zalo and language exchange programs provide valuable opportunities for real-life language practice and emotional support, strengthening both language skills and social connections.

2024) Overall, building social networks through clubs, online communities, and interactive platforms enhances learning experiences by promoting meaningful connections and resilience

Studying English outside the traditional classroom presents both challenges and opportunities, particularly when learners struggle to find a clear purpose, leading to decreased motivation Incorporating students’ hobbies and interests into language learning can create meaningful goals, enhancing motivation and engagement Research by Shanti and Jaafar (2021) and Iwaniec (2014) indicates that purpose-driven goals, such as travel or cultural exchange, help learners maintain higher intrinsic motivation Sang (2015) emphasizes that extracurricular activities like English song contests and drama performances make learning enjoyable and foster a positive attitude Additionally, Andini and Burhanuddin (2022) show that use of interest-based methods, such as cultural podcasts and self-improvement topics, makes the learning process more meaningful, leading to improved language skills and sustained motivation Connecting English studies to learners’ passions transforms the learning experience into a more engaging and fulfilling journey.

Studying English outside the classroom can be challenging, especially when learners find it difficult to see tangible progress, which may lead to frustration, decreased confidence, and waning motivation Salmon (2006) highlights the importance of implementing strategies such as regular progress tracking and celebrating achievements to maintain motivation by reinforcing a sense of accomplishment According to research by Horverak et al., effective motivation in language learning is closely linked to recognizing gradual improvements and sustaining consistent effort.

Research by Cao et al (2021) indicates that mastering practical skills, setting realistic goals, and aligning studies with personal interests and career aspirations enhance engagement and foster a sense of purpose among Vietnamese EFL learners Additionally, motivational strategies such as self-rewards, constructive feedback, and peer recognition play a crucial role in boosting learner motivation and promoting sustained language development.

Research by Cheng (2023), Dửrnyei (2007), and Rakhmasari (2018) highlights effective strategies for boosting learners' confidence and sustaining their enthusiasm Implementing tailored approaches that recognize and celebrate small milestones can significantly enhance the language learning experience These methods help create a positive and motivating environment, encouraging learners to stay committed and engaged throughout their journey.

Despite growing research on student well-being, there are notable gaps in understanding the unique challenges faced by Vietnamese university students studying English beyond the classroom Academic stress, driven by heavy workloads and performance pressures, negatively impacts students’ positive emotions Additionally, language-specific stressors such as language anxiety require further investigation to better support students’ mental health and language learning experiences.

Cultural influences significantly impact self-directed learning, with students from teacher-led cultures often struggling with autonomous learning, a challenge that remains under-researched among Vietnamese learners (Toto & Limone, 2019; Wang et al., 2023) Social isolation negatively affects language acquisition and emotional well-being, as limited meaningful interactions hinder progress (Palfreyman, 2006; Tanaka, 2007) Motivation issues often stem from a disconnect between English proficiency and learners’ personal or professional goals, highlighting the need for strategies that incorporate individual interests (Gardner et al., 2023; Iwaniec, 2014) Furthermore, the slow and often imperceptible progress in language learning can cause frustration, particularly when goal-setting and progress celebration strategies are not adapted to Vietnamese cultural contexts (Horverak et al., 2020) Addressing these gaps through targeted research can lead to the development of more effective, culturally sensitive strategies that enhance both well-being and academic success for Vietnamese EFL learners.

Chapter conclusion

This chapter offers a thorough review of existing literature on student well-being, emphasizing its relevance in the context of studying English beyond the classroom It addresses three key research questions: the current state of university students' well-being in Vietnam, the primary factors influencing their mental and emotional health, and the strategies students employ to improve their well-being.

This chapter defines well-being in education using the PERMA model (Seligman, 2011), highlighting how positive emotions, engagement, relationships, meaning, and achievement shape students’ experiences It examines the effects of academic stress, social isolation, cultural differences, and personal circumstances on student well-being, particularly in language learning outside traditional environments The literature emphasizes the importance of stress management and support networks in enhancing student well-being and addressing the unique challenges faced by learners in diverse educational contexts.

This chapter emphasizes effective practices such as mindfulness, physical activities, and hobbies that enhance overall well-being These strategies serve as a valuable foundation for Vietnamese university students learning English outside formal classroom settings, helping them improve language skills while supporting mental health Incorporating mindfulness and engaging in physical activities or hobbies can create a balanced approach to language learning, fostering motivation and resilience Implementing these well-being techniques can positively impact students’ academic performance and personal development outside traditional learning environments.

RESEARCH METHODOLOGY

Restatement of research questions

This research aims to explore the current state of students' well-being and identify the key factors that impact it Additionally, it investigates how students enhance their well-being while studying English beyond the classroom The study seeks to provide insights into strategies that promote student well-being and improve language learning experiences To achieve these goals, the research addresses specific questions about the influences on student wellness and effective methods for fostering a positive learning environment.

1) What is the current state of well-being among students in a university in Vietnam studying English beyond the classroom?

2) To what extent do students rate the influence of factors on their well-being?

3) How do students enhance their well-being when studying English beyond the classroom?

Academic stress, language barriers, individual factors, cultural differences, and social isolation significantly impact students’ physical and mental health, as well as their overall happiness To enhance student well-being, strategies such as mindfulness techniques, regular physical exercise, strong social support networks, engaging hobbies and interests, and effective language learning methods are essential Implementing these approaches can help students manage stress, improve mental health, and foster a positive, supportive learning environment.

Research design

This study utilized a mixed-methods design, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the topic According to Jogulu and Pansiri (2011), combining numerical data with experiential insights enhances the validity and credibility of research findings Quantitative data were analyzed using descriptive statistics, while qualitative insights were obtained through deductive content analysis, ensuring a robust and well-rounded analysis.

Established 65 years ago in Hanoi, our university has a rich history of academic excellence and development Renowned as one of the top institutions in the nation, it provides comprehensive education and training across diverse fields Today, it proudly serves approximately 7,000 students from various provinces nationwide, fostering a diverse and vibrant learning community.

University students ranged from 19 to 22 years old or older, with at least three years of English learned as a foreign language during primary school They also studied English for four years in lower secondary and three years in upper secondary school In their first and second years at university, some students took English as a compulsory subject for graduation, while others studied English as a second foreign language, reflecting diverse language learning backgrounds.

This study focuses on first- and second-year university students studying English beyond the classroom, highlighting the importance of student well-being in language education Student well-being remains an emerging topic in educational research, with limited attention given to its role in language teaching and learning Understanding how students experience well-being outside formal academic settings can inform more effective and supportive language education practices.

This study involved 90 undergraduate students from a university in Hanoi, randomly selected to ensure a representative sample.

The study focused on randomly selected first- and second-year university students from diverse backgrounds, including both rural provinces and urban areas Participants exhibited varying levels of English proficiency, reflecting a broad range of language skills Additionally, their overall well-being varied significantly, highlighting the diverse experiences of students in higher education.

This study employed advanced data analysis techniques, including descriptive statistics such as means and standard deviations, alongside inferential statistics like ANOVA and Cronbach's Alpha tests, to compare responses across different groups The analysis focused on assessing students’ current well-being, identifying factors influencing their well-being, and exploring strategies for well-being enhancement Data processing and analysis were conducted using tools like Google Forms for data collection and SPSS for statistical evaluation.

The statistical techniques used allowed for an objective analysis of the questionnaire responses, which can provide insights into the prevalence and distribution of different factors impacting student well-being

Utilizing specialized software enables efficient analysis of large datasets, ensuring accurate and clear results For instance, participants' English proficiency levels were evaluated through Google Forms, allowing for precise categorization Additionally, well-being statuses were assessed with validated questionnaire scales, facilitating the classification of participants into low, moderate, or high well-being groups, thereby enhancing the reliability of the findings.

The data collection instruments

Two methods - questionnaires and semi-structured interviews - were used to collect the study’s data

The questionnaires were originally designed in English and subsequently translated into Vietnamese to facilitate participant responses They primarily consisted of closed-ended questions, chosen for their simplicity in construction and ability to efficiently gather a large volume of data in a short period.

The questionnaire for assessing student well-being in English language learning outside the classroom was developed based on the PERMA Model of Well-being, introduced by Seligman (2011) and adapted by Smith This model emphasizes key components of well-being, such as Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment, ensuring a comprehensive evaluation of students' emotional and psychological health in the context of language learning By aligning the questionnaire with the PERMA framework, the study aims to provide insightful data on students’ overall well-being beyond academic performance, contributing to more effective support strategies This approach underscores the importance of holistic well-being assessment in educational research, particularly in language learning environments.

A P (2020) This model outlines five core dimensions - positive emotion, engagement, relationships, meaning, and accomplishment - that are essential for understanding and enhancing well-being The questionnaire aimed to examine how academic stress, cultural differences, social isolation, language barriers, and personal circumstances influence well-being, with a specific focus on university students studying English in Vietnam

The interview guides were developed to explore students’ well-being and experiences in studying English beyond the classroom, grounded in key theoretical frameworks The PERMA model (Seligman, 2011) informed questions about Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment, providing a comprehensive understanding of students' psychological well-being Additionally, Gardner’s Socio-Educational Model (1985) and Dửrnyei’s L2 Motivational Self System (2005) were utilized to examine students’ motivation and self-regulation in English language learning.

This study explores key themes such as academic stress (Misra & McKean, 2000), language anxiety (Horwitz et al., 1986), social support (Cohen & Wills, 1985), and self-regulated learning (Oxford, 2017) through open-ended interview questions The flexible interview structure facilitated in-depth probing, providing rich qualitative insights into students’ emotional and academic challenges while maintaining consistency across responses.

Exploratory interviews with three randomly selected students aimed to gain deeper insights into well-being and enhancement strategies beyond the classroom Conducted in Vietnamese, these informal, 40-minute conversations fostered a relaxed atmosphere, encouraging authentic expression and reducing anxiety This approach was essential for discussing personal and sensitive topics such as well-being and language learning challenges, ensuring participants felt comfortable sharing honest insights.

Data collection procedure and data analysis

The study utilized an Exploratory Sequential Design, starting with qualitative data collection through interviews to explore the phenomenon in depth This initial phase helped identify key themes and insights, especially in areas with limited prior research The findings from the qualitative phase were then used to develop targeted quantitative measures, which were employed to test and generalize the initial insights on a larger scale This approach enabled a comprehensive understanding of the topic by combining in-depth qualitative insights with rigorous quantitative validation, ensuring robust and reliable research outcomes.

Three students participated in informal interviews, with their responses recorded via Zoom for subsequent analysis Additionally, 90 first- and second-year students were randomly selected to complete surveys, with the link provided through instructor support and authorization The researcher designed the survey questions in Vietnamese and presented multiple-choice options to ensure students understood each question clearly.

A comprehensive content analysis was conducted on students’ well-being experiences, involving transcription and thorough review of qualitative data to ensure familiarity Both inductive and deductive coding methods were employed to identify recurring themes, with relevant text segments assigned codes that were later grouped into broader categories The analysis explored relationships between themes, such as how academic stress affects motivation, providing deeper insights into students’ experiences Findings were supported by representative student quotes and contextualized through comparison with existing research, ensuring a systematic and holistic understanding of key issues related to student well-being and language learning This approach highlighted important patterns and trends, contributing to effective strategies for enhancing students' overall academic experience.

This study surveyed 90 university students using a structured questionnaire with closed-ended, Likert-scale questions to assess student well-being and language learning experiences Descriptive statistics, including means, percentages, and standard deviations, were used to analyze the responses, identifying key trends and patterns The findings were presented through text, tables, and charts to enhance clarity, with SPSS24 employed for efficient data processing and visualization, ensuring accurate interpretation of student perceptions and challenges.

Summary

This chapter outlines the research methodology, including participant selection, data collection instruments such as interviews and questionnaires, and the procedures used for gathering data It provides a detailed explanation of the study’s context, ensuring clarity on how data was collected and analyzed The chapter also describes the techniques employed for data analysis, highlighting the comprehensive approach used to ensure reliable and valid results.

RESEARCH FINDINGS

Students’ well-being current state

Examining students' well-being beyond the classroom provides essential insights into their emotional, social, and academic experiences in learning English Using the PERMA model—comprising Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment—this analysis highlights how students navigate language learning outside formal settings Combining quantitative data and qualitative feedback, the study identifies key strengths and areas needing support to improve students’ overall well-being Understanding their current state of well-being is crucial for designing effective interventions that enhance their learning experience and quality of life.

The data from the table on positive emotions among students studying English beyond the classroom reveal a moderate state of well-being

Ability to relax when desired 3.32 5,6% 14,4% 35,6% 31,1% 13,3%

Table 2 Students’ Positive Emotions in their Well-being

Students generally experienced moderate positive emotions, highlighting both opportunities for enhancing emotional well-being and areas needing support The average emotional stability score of 3.16 reflects the stress students face from balancing heavy workloads and high performance expectations, resulting in emotional fluctuations for many Notably, 25.6% of students scored low on emotional stability, with remarks such as "exam makes me anxious most of the time," emphasizing the impact of academic stress Cultural expectations further contribute to students' emotional challenges, underscoring the need for targeted interventions to improve their emotional health.

Many students reported feeling "pressure to meet family expectations," a common experience in collectivist societies like Vietnam where open discussions about emotional challenges are often stigmatized Despite this, optimism about the future was moderate, with a mean score of 3.36; nearly half (45.6%) of respondents felt moderately optimistic, though only 16.7% felt highly optimistic Happiness levels were also moderate, averaging 3.30, with 38.9% reporting moderate happiness and only 13.3% expressing very high happiness Positive feelings, such as happiness from activities like playing football after school, averaged 3.26, with 37.8% experiencing these feelings moderately and only 12.2% feeling them frequently The ability to relax when desired scored the highest among emotional well-being metrics, with a mean of 3.32; 31.1% felt quite able to relax, while just 5.6% experienced difficulty relaxing entirely.

The table illustrates students' engagement in their well-being, focusing on two aspects: experiencing extroversion and enthusiasm, and being fully engaged in studies

Being fully engaged in studies 3.27 1,1% 13,3% 50% 30% 5,6%

Table 3 Students’ Engagement in their Well-being

Most students demonstrated moderate to high levels of engagement and enthusiasm in their well-being, with only a small percentage reporting very low levels or no feelings at all The average score for experiencing extroversion and enthusiasm was 3.22, with 30% of respondents rating their experience as moderate, 15.6% as much, and 20% as very much, while 13.3% did not experience these feelings at all and 21.1% only to a little extent Additionally, students showed a slightly higher average score of 3.27 for full engagement in studies, with half of the students indicating moderate engagement, 30% reporting much engagement, and 5.6% experiencing very much These findings highlight students' generally positive attitude towards their well-being and academic involvement.

Engagement in activities like playing in a band or reading a book enhances autonomy, creativity, and enjoyment, which are essential for intrinsic motivation Creative and hands-on tasks tend to foster higher engagement because they are more intrinsically rewarding and aligned with personal interests Despite this, a small percentage (1.1%) of students reported not feeling engaged at all, while 13.3% described their engagement as limited, often due to a lack of intrinsic interest in English or external distractions such as academic pressures, family responsibilities, or social media These factors undermine focus and motivation, as highlighted by Student 2, who stated, “It’s hard to concentrate on English when I have so many other things to think about.”

The table highlights students' relationships and their perceived impact on well-being across five key aspects: quality of relationships with classmates, comfort in discussing problems with others, perceived availability of social support, support from family and significant others, and the desire for private conversations about feelings These indicators demonstrate varying levels of engagement and support among students, emphasizing the importance of positive social interactions for overall well-being Understanding these factors can inform initiatives aimed at enhancing students' social support networks and emotional health.

Good relationships with classmates 3.51 3,3% 12,2% 33,3% 32,2% 18,9% Comfort discussing problems with others 3.38 5,6% 14,4% 37,8% 21,1% 21,1% Perceived availability of social support 3.38 2,2% 15,6% 41,1% 24,4% 16,7% Family and relationship support 3.16 22,2% 66,7% 33,3% 5,6% 7,7% Desire to talk privately about feelings 3.15 5,6% 11,1% 33,3% 31,1% 18,9%

Table 4 Students’ Relationships in their Well-being

Students generally maintain positive and supportive relationships, with the highest scores in peer relationships, where 33.3% report moderate and 32.2% report strong connections Comfort in discussing problems and perceived social support both reflect high levels of openness, with mean scores of 3.38 Family and relationship support, however, have a lower mean of 3.16, as over 22% of students report little to no support, while 55.6% feel they receive substantial support Additionally, students show a slightly lower engagement in privately discussing feelings, with a mean of 3.15; nonetheless, 31.1% often feel this need, and 18.9% feel it very strongly The lower scores for family support are influenced by Vietnam’s collectivist culture, where generational communication gaps and hierarchical family dynamics limit open emotional conversations, emphasizing material support over emotional sharing.

Peer relationships foster a sense of equality and shared understanding, leading to stronger emotional connections For example, bonding with friends during group projects emphasizes mutual commitment and support, which enhances social bonds Additionally, supportive teachers offer valuable opportunities for meaningful connection, further enriching social interactions and emotional well-being.

“some teachers genuinely care about my well-being.”

In Vietnam, strong cultural values emphasize family respect and harmony, which can sometimes discourage open discussions about personal struggles within the family While students may feel more comfortable expressing emotions and seeking support among peers due to informal and egalitarian interactions, family communication barriers remain a challenge Implementing family communication workshops and incorporating emotional expression into school programs can help bridge this gap, fostering better family support for students and promoting emotional well-being.

The data on students' sense of meaning in their well-being when studying English beyond the classroom shows moderate levels across various aspects

Impact of cultural differences on well- being

Learning English with a sense of purpose 3.04 11,1% 15,6% 40% 25,6% 7,8%

Satisfaction and happiness with English study for future goals

Table 5 Students’ Meaning in their Well-being

Students reported a moderate sense of meaning in their English learning experience, with the highest scores in openness (mean of 3.35) and a weaker sense of purpose (mean of 3.03) While 36.7% of students were moderately open to new ideas and 35.6% quite open, only 3.3% showed no openness, indicating a generally receptive attitude towards learning Despite this openness, many students felt less purposeful in their studies, though some derived stronger meaning from activities beyond academics, such as contributing to environmental causes or creative pursuits, as highlighted by students who emphasized finding future relevance or self-expression through clubs and creative writing Overall, students’ satisfaction with English study for their future goals scored an average of 3.20, with over half feeling moderately satisfied and a smaller percentage highly satisfied, reflecting a moderate level of happiness and motivation towards English learning.

Purpose-driven activities strengthen well-being by fostering Positive Emotions and

Engagement, a key component of the PERMA model, involves participating in meaningful activities that foster joy, satisfaction, and a sense of accomplishment For students, incorporating these pursuits into academic and extracurricular routines can boost emotional resilience and motivation Programs that link English learning to real-world applications, such as environmental projects or creative writing clubs, help bridge the gap between academic tasks and personal growth This approach not only enhances language skills but also promotes overall well-being and a stronger sense of societal connection.

The table highlights students' perceptions of their well-being, assessed through four key aspects: effectiveness in academic work, confidence in problem-solving, feelings of personal development and progress, and motivation from small achievements Overall, mean scores ranging from 2.81 to 3.30 suggest moderate levels of accomplishment in these areas, indicating room for improvement in students' overall sense of well-being and success.

Solving problems confidently 3.28 3,3% 14,4% 47,8% 20% 14,4% Development and progress 2.81 8,9% 23,3% 47,8% 17,8% 2,2% Motivation from minor advancements 3.30 6,7% 14,4% 41,1% 17,8% 20%

Table 6 Students’ Accomplishment in their Well-being

Students demonstrate moderate achievement levels, with motivation driven primarily by minor progress being the most positively perceived aspect Their academic effectiveness has a mean score of 3.29, with 44.4% reporting moderate effectiveness and only 10% feeling highly effective Confidence in problem-solving abilities averages 3.28, with nearly half (47.8%) feeling moderately confident and just 14.4% expressing high confidence The sense of feeling development and progress has the lowest average score of 2.81, with nearly half (47.8%) experiencing only moderate progress and 8.9% perceiving no development Conversely, motivation stemming from minor advancements scored slightly higher at 2.3, with 41.1% feeling moderately motivated and 20% highly motivated.

Many students experience a strong sense of pride and accomplishment when achieving their goals, such as winning competitions or completing projects successfully For example, Speaker 3 recalls winning first place in an English-speaking festival as one of their proudest moments Additionally, setting both short-term and long-term goals, as Speaker 2 did, can boost confidence and motivation, especially when these goals are achieved, reinforcing a sense of achievement and encouraging continued progress.

4.1.6 Summary of students’ well-being current state

The analysis of students' well-being while studying English beyond the classroom revealed moderate levels of positive emotions, engagement, relationships, meaning, and accomplishment Students experienced happiness and support through specific activities and peer connections, but academic pressures and limited social networks posed challenges to their overall well-being Engagement and a sense of meaning were moderate, with difficulties in maintaining focus and clarifying goals While students felt moderately effective in achieving their objectives, there was room for improvement in their sense of accomplishment, often fueled by motivation from small achievements.

Factors affecting students’ well-being during English studies beyond the classroom 35 1 Key factors impacting Students’ Well-being

4.2.1 Key factors impacting Students’ Well-being

This section explored the key factors affecting students' well-being, such as academic stress, social isolation, cultural differences, language barriers, and individual learner factors Through analysis of both quantitative and qualitative data, the findings offered valuable insights into how these variables influence the student experience The study also identified critical areas where targeted support and interventions are necessary to enhance student well-being and academic success.

The bar chart presents the main factors impacting students’ well-being when studying English beyond the classroom, including academic stress, social isolation, language barrier, cultural differences and learner’s factors

Chart 1 Factors Impacting Students’ Well-being

The data highlight the complex nature of student well-being challenges, with academic stress and language barriers identified as the most significant stressors Academic stress impacts 70% of students, making it the leading factor affecting their mental health and academic performance Language barriers also play a crucial role, reported by 58% of students, and contribute to difficulties in understanding and using English, which can cause frustration and diminish academic confidence Additionally, learner-related issues such as financial strains, family and relationship concerns, and health problems affect 44% of students, further complicating their well-being Social isolation and cultural differences, while impactful, influence a smaller proportion of students—around 35% and 30% respectively—indicating that academic and language challenges are more pressing concerns for student mental health and overall well-being.

Our research identified five key factors affecting students’ well-being when studying English beyond the classroom, including academic stress, social isolation, cultural differences, language barriers, and learner’s own factors Among these, academic stress emerged as the most significant factor, exerting the greatest influence on students’ overall well-being Addressing academic stress is crucial for enhancing students’ learning experiences and promoting better mental health in language learning contexts.

4.2.2 Academic Stress on Students’ Well-being

Academic stress significantly impacts students' well-being, especially when studying English beyond the classroom, by contributing to challenges like heavy workloads, time pressures, and dissatisfaction with academic performance According to the PERMA model, this stress negatively affects key components: it reduces Positive Emotion (P) through feelings of anxiety; hampers Engagement (E) by limiting students’ ability to focus on their studies; influences the Relationship (R) component through stress related to team dynamics and collaboration; and diminishes the sense of Accomplishment (A) as unmet goals, dissatisfaction, and comparison stress, such as achieving IELTS scores, undermine students' perception of success.

The table highlights key insights into students' experiences of academic stress while studying English beyond the classroom, showing mean scores (MS) and percentage responses for various factors It reveals that overall stress significantly affects students' well-being, with notable concerns related to time pressure, academic dissatisfaction, and workload stress The data indicate that students frequently experience high levels of stress due to tight deadlines and extensive academic demands, which negatively impact their mental health and motivation Understanding these factors can help educators develop targeted strategies to reduce academic stress and promote a healthier learning environment.

Table 7 Students’ Academic Stress when Studying English Beyond the

Academic dissatisfaction is the most significant stressor among students, with a mean score of 3.25, and over 68.9% experiencing moderate to high dissatisfaction levels, significantly contributing to overall stress Time pressure closely follows, with a mean score of 3.18, as 67.8% of students reported moderate to high stress due to tight schedules and deadlines Both overall stress and academic work-related stress share a mean score of 3.12, indicating substantial pressure, with 38.9% and 46.7% of students respectively rating their stress levels as moderate, and 25.6% and 30% experiencing high stress These findings highlight that academic dissatisfaction, time constraints, and workload are key factors impacting students’ mental health and stress levels.

Also, the academic stress led to issues like “insomnia” mentioned in the interviews, as Speaker 3 worried about meeting academic standards and understanding course content

[ I am very worried about this insomnia due to my own studies…] (Speaker 3)

Students often experience stress due to heavy workloads, time management challenges, and difficulties in understanding academic materials As one speaker highlighted, "I get a lot of pressure because sometimes knowledge in those subjects is difficult to understand," emphasizing the impact of complex subjects on student well-being Effective time management and support in comprehension are crucial for reducing academic stress.

Academic performance pressure, especially the requirement to achieve a minimum IELTS band score of 5.5 for course completion, significantly worsens student stress One interviewee emphasized that failing to meet this requirement causes them to feel very stressed Additionally, concerns about team members’ competence and reliability impact students’ well-being, as one speaker expressed constant worry about their team’s quality and effort in project collaborations These challenges highlight the pressure of meeting academic standards and the difficulties of maintaining effective teamwork in a demanding educational environment.

Competitive academic environments significantly contribute to student stress, as students often feel pressured by their peers’ high exam scores and achievements in university activities Family issues, relationship problems, financial difficulties, and health concerns—including physical and mental health challenges—further exacerbate overall stress levels among students.

The issue of academic dissatisfaction compounded academic stress when students lacked background knowledge, making it challenging to grasp new concepts such as

Insufficient background knowledge can hinder a learner's ability to grasp new concepts, especially when the material requires understanding of areas beyond language proficiency For students who struggle with accessing or understanding information outside of English, this gap in foundational knowledge becomes even more challenging Building a strong foundational understanding is essential for effective learning and comprehension of complex topics.

Academic stress among students is primarily caused by workload, time constraints, understanding complex materials, and peer comparisons This stress significantly impacts students’ emotional well-being, reducing their ability to maintain positive emotions Time pressures and heavy workloads are the leading factors contributing to this emotional strain Additionally, emotional challenges like insomnia, anxiety, and frustration further deteriorate students' mental health, highlighting the urgent need for effective intervention strategies.

4.2.3 Language Barriers on Students’ Well-being

Language barriers significantly impact students' well-being, especially when studying English outside the classroom, leading to challenges in understanding academic content, managing cultural differences, and coping with time pressures According to the PERMA model, these barriers negatively affect Positive Emotion by causing frustration, reduce Engagement by hindering immersion in studies, diminish the sense of Meaning by lowering purpose in language learning, and obstruct Accomplishment by creating obstacles to academic progress.

4.2.3.1 Language barriers from challenges in academic performances and well-being

Language barriers are the second most significant factor affecting students' well-being when studying English beyond the classroom, with 58% of students reporting difficulties These challenges include struggles with understanding and using English effectively, leading to frustration, reduced confidence, and decreased motivation Many students also find it hard to connect their language learning efforts to personal or professional goals, resulting in a sense of purposelessness This disconnect undermines their motivation and engagement, highlighting the substantial impact of language barriers on students' ability to find meaning and satisfaction in their English studies.

The table and interview responses reveal how language barriers significantly affect students' well-being when learning English outside the classroom Quantitative data, complemented by qualitative insights, offer a comprehensive understanding of this challenge, emphasizing the importance of addressing language difficulties to improve students' overall learning experience.

Impact from challenges in English studies 3.51 3,3% 8,9% 40% 28,9% 18,9%

Impact from differences between Vietnamese and English

Impact from time pressures in English studies 3.18 6,7% 16,7% 37,8% 30% 8,9%

Table 8 Impacting Extent from Language Barriers on Students’ Well-being when Studying English Beyond the Classroom

Difficulties in mastering English proficiency, such as understanding complex materials and communicating effectively, pose significant barriers for students The highest average impact score of 3.51 reflects challenges in English studies, with 28.9% of students rating these challenges as highly impactful and 18.9% considering them the utmost concern Interviews revealed that anxiety about speaking English is a common issue; Speaker 3 expressed fear when communicating and admitted not taking steps to overcome it, while Speaker 1 highlighted a lack of confidence when interacting with foreigners, which restricts their participation in conversations.

Students’ Well-being Enhancement

Based on interview data analysis, students shared various effective strategies to enhance their well-being while studying English beyond the classroom, addressing factors such as academic stress, language barriers, personal factors, cultural differences, and social isolation These strategies include mindfulness techniques, physical exercise, building social support networks, engaging in hobbies and interests, and utilizing language learning methods The findings indicate that students actively employed diverse approaches to maintain both their mental and physical health, improve their language proficiency, and manage academic pressures A detailed summary of these findings is provided in the following sections.

Mindfulness techniques like problem-focused approaches, hopeful thinking, and avoidance significantly enhance students’ well-being when studying English outside the classroom These strategies support key PERMA model components—emotional stability, engagement, and a sense of accomplishment—leading to improved learning experiences The table and interviews demonstrate how integrating these mindfulness practices fosters emotional resilience and motivation, ultimately contributing to greater academic success in language learning.

Problem-focused approach 3.63 2,2% 5,6% 40% 31,1% 21,1% Hopeful thinking 3.30 6,7% 14,4% 41,1% 17,8% 20%

Table 13 Students' Coping Strategies for Stress and Their Impact on Well-being

According to the table, problem-focused approaches and hopeful thinking are crucial for improving students' well-being, as they promote engagement, positive emotions, and a stronger sense of purpose While avoidance may provide temporary relief, it is less effective in supporting long-term personal growth and development.

Problem-focused approaches are highly effective in enhancing student engagement and achievement, with a mean score of 3.63 Students who adopt this strategy remain actively involved and experience a sense of accomplishment by directly addressing challenges Notably, 31.1% of students report significant engagement, while 21.1% describe their involvement as very high This approach encourages students to take practical steps to manage their stressors, promoting resilience and proactive problem-solving skills.

Hopeful thinking plays a significant role in students' ability to stay optimistic and find purpose in future possibilities With a mean score of 3.30, the data indicates that many students rely on optimism to effectively cope with stress Approximately 41.1% of respondents reported using hopeful thinking to a moderate extent, while 20% described it as very prominent in their coping strategies.

Avoidance in stressful situations was less effective in promoting engagement and achievement, with a mean score of 2.92 and 37.8% of students rating it as a moderate strategy While some students, like Speaker 1, recognized that avoidance provided temporary relief by “thinking less about it” and focusing on manageable tasks, it primarily served as a short-term coping mechanism rather than a sustainable solution.

In interviews, Speaker 1 highlighted the benefits of mindful engagement by sharing their initial fear of speaking English and how overcoming this fear led to improved speaking skills They emphasized that gradually addressing their anxiety and focusing on personal growth helped them succeed in language learning Additionally, conquering the fear of making mistakes demonstrated how active mindfulness can enhance emotional stability and foster continuous growth in language development.

Speaker 1 shared that when experiencing academic stress, she tried to think less about it By consciously avoiding overthinking about stress, students could prevent it from overwhelming them, thus maintaining better mental health and academic performance This speaker also discussed their initial struggles with speaking skills, where they would only respond with simple answers like “yes” or “no.” However, they eventually recognized the need to overcome their fear and actively worked on improving their speaking skills

Another way of enhancing students’ well-being when studying English beyond the classroom was physical exercise

Physical exercise plays a crucial role in enhancing students’ well-being when studying English beyond the classroom Many students recognize the importance of integrating physical activities into their routines to relieve stress and promote a balanced lifestyle Incorporating regular physical activity can improve mental clarity, boost motivation, and support overall academic success for language learners.

Speaker 2 acknowledged the benefits of engaging in leisure activities, particularly mentioning the gym as a way to support their well-being while managing academic stressors: [… do some other leisure activities such as going to the gym…] (Speaker

Participating in physical exercise significantly helped students reduce study-related stress and recharge both mentally and physically Beyond being a health maintenance activity, physical exercise was also seen as a leisure activity that enhances overall well-being Engaging in regular physical activity contributes to better mental health and promotes a balanced lifestyle for students.

Similarly, Speaker 1 shared the belief that exercise contributed not only to their physical health but also to their overall well-being:

[ I should go to the gym or exercise to improve my health and join more outside activities …] (Speaker 1)

Speaker 1 emphasized the importance of regular exercise for improving overall health and encouraged joining outdoor activities They highlighted that engaging in physical activities not only boosts physical well-being but also helps build social connections and foster a sense of community Incorporating gym workouts and outdoor exercises can significantly enhance both personal health and social interactions.

Speaker 3 emphasizes the importance of balancing academic life with physical activities, stating, “I go out more, do more exercise and go to bed early.” This demonstrates a conscious effort to establish and maintain a healthy routine through regular exercise and proper sleep habits, which support overall physical and mental well-being.

Social support networks enhance well-being by providing emotional connections, practical advice, and resilience through strong family and friendship ties

The chart demonstrates students' reliance on social support networks to boost their well-being, focusing on perceived social support and active seeking of support Interviews reveal that students effectively leverage social connections to manage stress and sustain emotional health These findings underscore the crucial role of social networks in promoting student well-being and resilience.

Chart 8 Impact Extent of Social Support Utilized by Students for Enhancing

Chart analysis reveals that social support, both perceived and actively sought, significantly contributes to students' well-being Perceived social support has a mean score of 2.55, with 41.1% of students reporting moderate support and 24.4% experiencing high support levels Meanwhile, actively seeking social support shows a slightly higher mean score of 2.62, with 24.4% of students engaging very high levels of support through social networks These findings highlight the crucial role of social support in promoting student mental health and overall well-being.

Correlations among practices of students’ well-being, factors impacting their well-being and enhancement for their well-being

Current state of students’ well-being

Factors impacting students’ well- being

Enhanceme nt for students’ well-being

Current state of students’ well-being

Factors impacting students’ well-being

Enhancement for students’ well-being

Table 14 Correlations among practices of students’ well-being, factors impacting their well-being and enhancement for their well-being

The study highlights a strong positive relationship between students’ engagement in well-being practices and the factors impacting their overall well-being, with a Pearson correlation of r = 0.693 (p < 0.01) Additionally, there is an even stronger correlation (r = 0.753, p < 0.01) between well-being practices and efforts to enhance well-being, emphasizing the close link between adopting healthy practices and actively improving one's well-being Furthermore, a moderate correlation (r = 0.583, p < 0.01) indicates that increased awareness of the factors influencing well-being encourages students to adopt more strategies to enhance their mental and emotional health These findings suggest that promoting well-being practices and awareness can significantly impact students' overall mental health and resilience.

DISCUSSION ON THE RESULTS

CONCLUSION