INTEGRATING EDUCATIONAL PSYCHOLOGY: ENHANCING MENTAL HEALTH AND MOTIVATION IN COLLEGE ENGLISH LANGUAGE TEACHING

Abstract Objective This study investigates the effectiveness of educational psychology-based teaching strategies in college English Language Teaching (ELT). It aims to determine whether approaches designed to improve students’ mental well-being, intrinsic motivation, and self-efficacy can enhance both language acquisition and the psychological climate of the classroom. Subjects and Methods A mixed-methods design was employed over 16 weeks with 240 undergraduate students in intermediate English courses. Participants were randomly assigned to an experimental group (n = 120) receiving psychology-informed instruction—including mastery-based assessment, collaborative projects, and mindfulness exercises—or a control group (n = 120) receiving traditional grammar-translation instruction. Pre- and post-tests measured English proficiency (IELTS-based), anxiety (Foreign Language Classroom Anxiety Scale), motivation, and self-efficacy. Semi-structured interviews were conducted with 30 experimental group students. Results The experimental group showed statistically significant improvements (p<.01) in English proficiency, reduced anxiety, and higher motivation and self-efficacy compared to the control group. Qualitative analysis highlighted reduced fear of errors, increased communicative confidence, and a stronger perception of the classroom as a supportive environment. Conclusions Integrating educational psychology into ELT significantly enhances both language learning and mental well-being. These findings advocate for a paradigm shift in pedagogical training and curriculum design to prioritize psychological principles, fostering more resilient and motivated learners.