The Influence of Well-Being on Learning Strategies Among Chinese University Students Learning Korean

This study explores the impact of well-being on the learning strategies employed by Chinese university students learning Korean as a foreign language, using the PERMA model from positive psychology. The research aims to analyze in depth, through a combination of quantitative and qualitative methods, how the different dimensions of well-being influence students' choice and application of strategies in language learning. This study not only focuses on how students' emotional states affect their learning strategies but also attempts to reveal the practical application of positive psychology in foreign language education. Purpose: The main purpose of this study is to investigate and understand how well-being, particularly from the perspective of the PERMA model, influences the various learning strategies adopted by Chinese university students in the process of learning Korean. By analyzing the various dimensions of well-being (including positive emotions, engagement, relationships, meaning, and achievement), the study aims to uncover the relationships between these factors and students' learning performance, providing theoretical foundations and practical recommendations for educational practice. Methodology: The study adopts a mixed-methods design, combining quantitative surveys and qualitative interviews. The quantitative part utilizes a self-designed questionnaire, which includes the PERMA-Profiler and the Language Learning Strategies Inventory (SILL), collecting feedback from 362 students. The survey was conducted online, aiming to quantify students' well-being levels and the strategies they use when learning Korean. The qualitative part consists of in-depth interviews with 20 students to capture their personal experiences and perceptions, further exploring how well-being affects their choice of learning strategies. The interview data was transcribed and subjected to thematic analysis to extract the key themes related to well-being and learning strategies. Findings: The study found a significant positive correlation between well-being, especially positive emotions and engagement, and various learning strategies (such as memory, cognitive, and social strategies). Specifically, positive emotions significantly enhance students' motivation to learn, encouraging them to adopt more complex learning strategies. The study also found that students with higher levels of well-being exhibit stronger strategic efforts and greater resilience when facing challenges in language acquisition. Additionally, qualitative data further emphasized the crucial role of supportive relationships and intrinsic motivation in enhancing student engagement and perseverance. Students generally considered good teacher-student relationships and peer support as key factors in enhancing their learning experience. Significance: The findings of this study highlight the importance of integrating well-being practices into language learning environments. The study recommends that educators pay attention to students' well-being to promote more effective learning outcomes. For instance, teachers can enhance students' positive emotions by designing engaging and interactive classroom activities. Furthermore, the study suggests that educational institutions should incorporate well-being as a core component of language education, creating an environment that supports both academic achievement and personal development. Such an environment not only improves students' learning performance but also enhances their psychological resilience and overall well-being. This study provides actionable insights for educators and curriculum designers, recommending strategies that enhance both academic performance and students' overall development. By focusing on the interaction between well-being and learning strategies, this research offers a deeper perspective on how emotional and psychological factors influence language learning success. Future research could further explore how well-being affects learning strategies in different cultural contexts and how the principles of positive psychology can be effectively integrated into language learning practices.