The role of empathy in language learning and language learning as a tool for developing empathy
Keywords:
language learners’ well-being, positive psychology, positive emotions, empathy, language learning motivation
Abstract
Emotional intelligence and empathy are crucial in many areas of life; in our society, in business, and in education, including language teaching and learning. While researchers have long studied the affective factors in language learning, the role of the principles and empirical findings of positive psychology in the language learning process, including the impact of positive emotions, has entered the mainstream of research in the last decade. This study aims to provide a theoretical overview of the concept of language learner well-being based on the findings of positive psychology, touching on the so-called EMPHATICS model (Oxford, 2016). The article analyzes the definition of empathy, one of the basic elements of the model, and the role of empathy in education and language teaching, with particular regard to the language learning characteristics of university students. The authors also discuss the relationship between empathy and language learning motivation and intercultural communication. The paper also provides practical guidance on which language learning activities are particularly suitable for developing emotional competencies, especially empathy.
References
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Belnap, R. C. et al. (2016): Project perseverance: helping students become self-regulating learners. In: MacIntyre, P. D. – Gregersen, T. – Mercer, S. (eds.): Positive psychology in SLA. Multilingual Matters. 282–304.
Baron-Cohen, S. (2011): Zero Degrees of Empathy: A new theory of human cruelty. Penguin Books: London. https://doi.org/10.1007/s11673-013-9452-9
Batson, C.D. – Ahmad, N. – Lishner, D.A. (2011): Empathy and altruism. in: Lopez, S.J. – Snyder, C.R. (eds): The Oxford Handbook of Positive Psychology. University Press: New York. 417–426 https://doi.org/10.1093/oxfordhb/9780195187243.013.0039
Best, R. (2008): Empathy, experience and SMSC (Spiritual, Moral, Social and Cultural education). Pastoral Care in Education. 2008/18. 8-18. https://doi.org/10.1111/1468-0122.00174
Brown, H.D. (1994): Principles of language learning and teaching. Engelwood Cliffa. NJ: Prentice-Hall.
Brereton, M. – McGarry, J. – Buur, J. (2019): Empathy in Design Thinking: A Review. Design Studies. 65. 160 180. https://doi.org /10.1016/j.destud.2019.05.003
Chen, X. – Padilla, A. M. – Vallerand, J. R. (2019): The facilitative role of two types of passion in second language learning. In: The 126th Annual Conference of American Psychological Association. APA. 8–11
Chen, G. M. – Starosta, W. J. (2000): The development and validation of the intercultural sensitivity scale. Human Communication, 3. 3–14. https://doi.org/10.1037/t61546-000
Cooper, B. (2011): Empathy in education: Engagement, values and achievement. Bloomsbury Publishing.
Council of Europe (2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
Costa, A. L. – Kallick, B. (2008): Learning and leading with habits of mind: 16 essential characteristics for success. ASCD Publishing: Alexandria, VA.
Decety, J. – Jackson, P.L. – Brunet E: The cognitive neuropsychology of empathy (2007). In: Farrow TFD, Woodruff PWR (eds.): Empathy in Mental Illness. Cambridge University Press. 239–260
Dewaele, J. M. – Chen, X. – Padilla Amado, M. – Lake, J. (2019). The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research. Frontiers in Psychology 10. https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M. – MacIntyre, P. D. (2019): Flow in the Spanish foreign language classroom. In: Mendez, M.C. – Andoni Dunabeitia, J: Factores Cognitivos y Afectivos en la Enseñanza de Español como Lengua Extranjera. Advances in Spanish Language Teaching. Routledge. 303–330
Dewaele, J. M. – Witney, J. – Saito, K. – Dewaele, L. (2018): Foreign language enjoyment and anxiety: the effect of teacher and learner variables. Language Teaching Resources 22. 676–697. https://doi.org/10.1177/1362168817692161
Dewaele , J. M. – Wei, L. (2012): Multilingualism, empathy and multicompetence. International Journal of Multilingualism. 9/4. 352–366. https://doi.org/10.1080/14790718.2012.714380
Dorst, K. (2011): The core of “design thinking” and its application. Design Studies. 32/6. 521–532.
Dörnyei, Z. (2009): The L2 Motivational Self System. In: Dörnyei, Z. – Ushioda, E.: Motivation, Language Identity and the L2 Self. Multilingual Matters: Bristol. 9–42. https://doi.org/10.21832/9781847691293-003
Dörnyei, Z. – Kubanyiova, M., (2014): Motivating Learners, Motivating Teachers. CUP. Cambridge.
Fredrickson, B.L. et al. (2003): What good are positive emotions in crisis? A prospective study of resilience and emotions following the terrorist attacks, on the United States on 11th September, Journal of Personality and Social Psychology. 84. 365–376. https://doi.org/10.1037/0022-3514.84.2.365
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist. 56. 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Fredrickson, B.L. – Branigan, C. (2005): Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion. 19/3. 313–332. https://doi.org/10.1080/02699930441000238
Galinsky, A. D. – Moskowitz, G. B. (2000): Perspective-taking: Decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology. 78/4. 708–724. https://doi.org/10.1037/0022-3514.78.4.708
Gordon, M. (2009): Roots of Empathy: Changing the World Child by Child. The Experiment: New York.
Guiora, A. Z. – Brannon, R. C. L. – Dull, C. Y. (1972): Empathy and second language learning. Language Learning. 22/1. 111–130. https://doi.org/10.1111/j.1467-1770.1972.tb00077.x
Howe, D. (2013): Empathy: What It Is and Why It Matters. Basingstoke. Macmillan: Palgrave.
Járay-Benn, Cs. (2019): Empathy as a Source of Motivation in Language Learning and Language Teaching. Humanising Language Teaching. 2019/1. Online elérhető: https://www.hltmag.co.uk/feb19/empathy-as-a-source-of-motivation
Karner, O. – Kiss, M. – Perger, M. – Füleki, B. – Franczia, N. – Török, L. – Csikai, E. – Sebő, T. (2021): Magyarországi felsőoktatásban tanuló hallgatók mentális jóllétének felmérése. Kutatási beszámoló. Felsőoktatási Tanácsadás Egyesület.
Krznaric, R. (2014): Empathy: A handbook for revolution. Rider Books: London.
Lake, J. (2013): Positive L2 self: linking positive psychology with L2 motivation. In: Apple, M. – Da Silva –Fellner, T. eds. (2013): Language learning motivation in Japan. Multilingual Matters: Bristol. 225–244
MacIntyre, P. D., – Gregersen, T. (2012): Emotions that facilitate language learning: the positive-broadening power of the imagination. Stud. Second Lang. Learn. Teach. 2. 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D. – Mercer, S. (2014): Introducing positive psychology to SLA. SSLLT 4 (2). 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2
MacIntyre, P. – Gregersen, T. – Mercer, S. (eds.): Positive Psychology in SLA. Multilingual Matters: Bristol. 91–111. https://doi.org/10.21832/9781783095360-004
Mercer, S. (2016): 3 Seeing the world through your eyes: Empathy in language learning and teaching. In MacIntyre, P. – Gregersen, T. – Mercer, S. (eds.): Positive Psychology in SLA. Multilingual Matters: Bristol. 91–111. https://doi.org/10.21832/9781783095360-004
North, R.J. – Swann, W.B. Jr. (2011): What’s positive about self-verification. In: Lopez, S. J. – Snyder, C. R. (eds.): The Oxford Handbook of Positive Psychology. 465-474. Oxford University Press: Oxford.
Oxford, R.L. (2015): Expanded perspectives on autonomous learners. Innovations in Language Learning and Teaching. 9/1. 58–71. https://doi.org/10.1080/17501229.2014.995765
Oxford, R. L. (2016). Toward a psychology of well-being for language learners: The ‘EMPATHICS' Vision. In: MacIntyre, P.D. – Gregersen, T. – Mercer, S.: Positive psychology in SLA. 10–87. Multilingual Matters. Bristol. https://doi.org/10.21832/9781783095360-003
di Pellegrino, G. – Fadiga, L. – Fogassi, L. et al. (1992): Understanding motor events: a neurophysiological study. Exp. Brain Res. 91. 176–180. https://doi.org/10.1007/BF00230027
Rasoal, C. – Eklund, J. – Hansen, E. M. (2011): Toward conceptualization of ethnocultural empathy. Journal of Social, Evolutionary, and Cultural Psychology. 5/1. 1–13. https://doi.org/10.1037/h0099278
Ritchart, R. – Church, M. – Morrison, K. (2011): Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass: San Francisco.
Rogers, C.R. – Freiberg, H.J. (1994): Freedom to Learn (3rd revised edition). Prentice Hall: New York.
Ross, A. – Rivers, D. (2018): Emotional experiences beyond the classroom: Interactions with the social world. Studies. Second Language Learning and Teaching. 8 (1). 103–126. https://doi.org/10.14746/ssllt.2018.8.1.5
Seligman, M. E. – Csikszentmihalyi, M. (2000): Positive psychology: an introduction. American Psychology. 55. 5–14. https://doi.org/10.1037/0003-066X.55.1.
Seligman, M.E. (2011): Flourish: A Visionary New Understanding of Happiness and Wellbeing. Atria/Simon & Schuster: New York.
Tari, A. (2011). Z generáció. Az Y generáció utáni korosztály. Tericum Kiadó: Budapest.
Underhill, A. (2013): The inner workbench: Learning itself as a meaningful activity. In: J. Arnold –T. Murphey (eds): Meaningful Action: Earl Stevick’s Influence on Language Teaching. 202-208. Cambridge University Press: Cambridge.
Internetes hivatkozások
PZ Thinking routines feladatbank: https://pz.harvard.edu/thinking-routines
Belnap, R. C. et al. (2016): Project perseverance: helping students become self-regulating learners. In: MacIntyre, P. D. – Gregersen, T. – Mercer, S. (eds.): Positive psychology in SLA. Multilingual Matters. 282–304.
Baron-Cohen, S. (2011): Zero Degrees of Empathy: A new theory of human cruelty. Penguin Books: London. https://doi.org/10.1007/s11673-013-9452-9
Batson, C.D. – Ahmad, N. – Lishner, D.A. (2011): Empathy and altruism. in: Lopez, S.J. – Snyder, C.R. (eds): The Oxford Handbook of Positive Psychology. University Press: New York. 417–426 https://doi.org/10.1093/oxfordhb/9780195187243.013.0039
Best, R. (2008): Empathy, experience and SMSC (Spiritual, Moral, Social and Cultural education). Pastoral Care in Education. 2008/18. 8-18. https://doi.org/10.1111/1468-0122.00174
Brown, H.D. (1994): Principles of language learning and teaching. Engelwood Cliffa. NJ: Prentice-Hall.
Brereton, M. – McGarry, J. – Buur, J. (2019): Empathy in Design Thinking: A Review. Design Studies. 65. 160 180. https://doi.org /10.1016/j.destud.2019.05.003
Chen, X. – Padilla, A. M. – Vallerand, J. R. (2019): The facilitative role of two types of passion in second language learning. In: The 126th Annual Conference of American Psychological Association. APA. 8–11
Chen, G. M. – Starosta, W. J. (2000): The development and validation of the intercultural sensitivity scale. Human Communication, 3. 3–14. https://doi.org/10.1037/t61546-000
Cooper, B. (2011): Empathy in education: Engagement, values and achievement. Bloomsbury Publishing.
Council of Europe (2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
Costa, A. L. – Kallick, B. (2008): Learning and leading with habits of mind: 16 essential characteristics for success. ASCD Publishing: Alexandria, VA.
Decety, J. – Jackson, P.L. – Brunet E: The cognitive neuropsychology of empathy (2007). In: Farrow TFD, Woodruff PWR (eds.): Empathy in Mental Illness. Cambridge University Press. 239–260
Dewaele, J. M. – Chen, X. – Padilla Amado, M. – Lake, J. (2019). The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research. Frontiers in Psychology 10. https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M. – MacIntyre, P. D. (2019): Flow in the Spanish foreign language classroom. In: Mendez, M.C. – Andoni Dunabeitia, J: Factores Cognitivos y Afectivos en la Enseñanza de Español como Lengua Extranjera. Advances in Spanish Language Teaching. Routledge. 303–330
Dewaele, J. M. – Witney, J. – Saito, K. – Dewaele, L. (2018): Foreign language enjoyment and anxiety: the effect of teacher and learner variables. Language Teaching Resources 22. 676–697. https://doi.org/10.1177/1362168817692161
Dewaele , J. M. – Wei, L. (2012): Multilingualism, empathy and multicompetence. International Journal of Multilingualism. 9/4. 352–366. https://doi.org/10.1080/14790718.2012.714380
Dorst, K. (2011): The core of “design thinking” and its application. Design Studies. 32/6. 521–532.
Dörnyei, Z. (2009): The L2 Motivational Self System. In: Dörnyei, Z. – Ushioda, E.: Motivation, Language Identity and the L2 Self. Multilingual Matters: Bristol. 9–42. https://doi.org/10.21832/9781847691293-003
Dörnyei, Z. – Kubanyiova, M., (2014): Motivating Learners, Motivating Teachers. CUP. Cambridge.
Fredrickson, B.L. et al. (2003): What good are positive emotions in crisis? A prospective study of resilience and emotions following the terrorist attacks, on the United States on 11th September, Journal of Personality and Social Psychology. 84. 365–376. https://doi.org/10.1037/0022-3514.84.2.365
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist. 56. 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Fredrickson, B.L. – Branigan, C. (2005): Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion. 19/3. 313–332. https://doi.org/10.1080/02699930441000238
Galinsky, A. D. – Moskowitz, G. B. (2000): Perspective-taking: Decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology. 78/4. 708–724. https://doi.org/10.1037/0022-3514.78.4.708
Gordon, M. (2009): Roots of Empathy: Changing the World Child by Child. The Experiment: New York.
Guiora, A. Z. – Brannon, R. C. L. – Dull, C. Y. (1972): Empathy and second language learning. Language Learning. 22/1. 111–130. https://doi.org/10.1111/j.1467-1770.1972.tb00077.x
Howe, D. (2013): Empathy: What It Is and Why It Matters. Basingstoke. Macmillan: Palgrave.
Járay-Benn, Cs. (2019): Empathy as a Source of Motivation in Language Learning and Language Teaching. Humanising Language Teaching. 2019/1. Online elérhető: https://www.hltmag.co.uk/feb19/empathy-as-a-source-of-motivation
Karner, O. – Kiss, M. – Perger, M. – Füleki, B. – Franczia, N. – Török, L. – Csikai, E. – Sebő, T. (2021): Magyarországi felsőoktatásban tanuló hallgatók mentális jóllétének felmérése. Kutatási beszámoló. Felsőoktatási Tanácsadás Egyesület.
Krznaric, R. (2014): Empathy: A handbook for revolution. Rider Books: London.
Lake, J. (2013): Positive L2 self: linking positive psychology with L2 motivation. In: Apple, M. – Da Silva –Fellner, T. eds. (2013): Language learning motivation in Japan. Multilingual Matters: Bristol. 225–244
MacIntyre, P. D., – Gregersen, T. (2012): Emotions that facilitate language learning: the positive-broadening power of the imagination. Stud. Second Lang. Learn. Teach. 2. 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D. – Mercer, S. (2014): Introducing positive psychology to SLA. SSLLT 4 (2). 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2
MacIntyre, P. – Gregersen, T. – Mercer, S. (eds.): Positive Psychology in SLA. Multilingual Matters: Bristol. 91–111. https://doi.org/10.21832/9781783095360-004
Mercer, S. (2016): 3 Seeing the world through your eyes: Empathy in language learning and teaching. In MacIntyre, P. – Gregersen, T. – Mercer, S. (eds.): Positive Psychology in SLA. Multilingual Matters: Bristol. 91–111. https://doi.org/10.21832/9781783095360-004
North, R.J. – Swann, W.B. Jr. (2011): What’s positive about self-verification. In: Lopez, S. J. – Snyder, C. R. (eds.): The Oxford Handbook of Positive Psychology. 465-474. Oxford University Press: Oxford.
Oxford, R.L. (2015): Expanded perspectives on autonomous learners. Innovations in Language Learning and Teaching. 9/1. 58–71. https://doi.org/10.1080/17501229.2014.995765
Oxford, R. L. (2016). Toward a psychology of well-being for language learners: The ‘EMPATHICS' Vision. In: MacIntyre, P.D. – Gregersen, T. – Mercer, S.: Positive psychology in SLA. 10–87. Multilingual Matters. Bristol. https://doi.org/10.21832/9781783095360-003
di Pellegrino, G. – Fadiga, L. – Fogassi, L. et al. (1992): Understanding motor events: a neurophysiological study. Exp. Brain Res. 91. 176–180. https://doi.org/10.1007/BF00230027
Rasoal, C. – Eklund, J. – Hansen, E. M. (2011): Toward conceptualization of ethnocultural empathy. Journal of Social, Evolutionary, and Cultural Psychology. 5/1. 1–13. https://doi.org/10.1037/h0099278
Ritchart, R. – Church, M. – Morrison, K. (2011): Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass: San Francisco.
Rogers, C.R. – Freiberg, H.J. (1994): Freedom to Learn (3rd revised edition). Prentice Hall: New York.
Ross, A. – Rivers, D. (2018): Emotional experiences beyond the classroom: Interactions with the social world. Studies. Second Language Learning and Teaching. 8 (1). 103–126. https://doi.org/10.14746/ssllt.2018.8.1.5
Seligman, M. E. – Csikszentmihalyi, M. (2000): Positive psychology: an introduction. American Psychology. 55. 5–14. https://doi.org/10.1037/0003-066X.55.1.
Seligman, M.E. (2011): Flourish: A Visionary New Understanding of Happiness and Wellbeing. Atria/Simon & Schuster: New York.
Tari, A. (2011). Z generáció. Az Y generáció utáni korosztály. Tericum Kiadó: Budapest.
Underhill, A. (2013): The inner workbench: Learning itself as a meaningful activity. In: J. Arnold –T. Murphey (eds): Meaningful Action: Earl Stevick’s Influence on Language Teaching. 202-208. Cambridge University Press: Cambridge.
Internetes hivatkozások
PZ Thinking routines feladatbank: https://pz.harvard.edu/thinking-routines
Published
2026-07-22
Issue
Section
A kompetenciafejlesztés új útjai a szaknyelvoktatásban
Copyright (c) 2026 Marianna Válóczi, Erika Huszár, Katalin Kiss
This work is licensed under a Creative Commons Attribution 4.0 International License.
