This study examines the impact of a university-level elective, Practical English Conversation, designed with Seligman’s (2011) PERMA framework, on students’ emotional and cognitive experiences. The course incorporated communicative speaking tasks and collaborative interaction in real-life contexts to promote positive emotion, engagement, relationships, meaning, and accomplishment in English language learning. Participants were 51 undergraduates from two sections of the course who completed both pre- and post-course surveys out of 63 enrolled students. Using a mixed-methods design, a 15-item PERMA-based questionnaire was administered at the beginning and end of the semester. Paired-sample t-tests showed significant improvements across the five PERMA domains. Qualitative reflections analyzed using NVivo further illustrated both supportive and challenging aspects of the course, including workload, speaking anxiety, and group participation dynamics. The findings provide preliminary insights into how PERMA-informed course design may shape learners’ emotional and cognitive experiences and contribute to a more supportive and reflective learning environment for students in university English communication classrooms and related learning contexts.

1. INTRODUCTION
2. THEORITICAL BACKGROUND
    2.1. PERMA Theory: A Positive Psychology-based Model of Well-being
    2.2. Related Studies on PERMA in Language Education
    2.3. Research Gap and Rationale
3. METHODOLOGY
    3.1. Participants
    3.2. Research Instruments
    3.3. Instructional Activities Based on the PERMA Framework
    3.4. Survey Administration
4. RESULTS AND DISCUSSION
    4.1. Quantitative Findings Across PERMA Domains
    4.2. Qualitative Findings: PERMA-related Keyword Patterns
5. CONCLUSION AND IMPLICATION
REFERENCES

• Jee-Yeon Lee(Assistant Professor, Department of English Education, Hannam University, 70 Hannam-ro, Daedeok-gu, Daejeon 34430, Korea)