BUILDING A WELLBEING-FOCUSED ESL WRITING CURRICULUM: FROM LEARNER NEEDS TO A FRAMEWORK FOR IMPLEMENTATION

Abstract

This study explores the design of a wellbeing-integrated ESL writing curriculum, advancing beyond traditional needs assessment to propose a practical, theoretically grounded framework. The study is guided by the pre-reflection phase of Participatory Action Research (PAR) and informed by Saban’s Curriculum Development for Action Research (CD-AR) model. It employs collaborative dialogue with ESL learners and curriculum experts to identify gaps between existing curricula and learners’ cognitive, emotional, and social priorities. Thematic analysis of student reflections, expert feedback, and participatory textbook evaluations identified multidimensional needs encompassing mental wellbeing (e.g., anxiety management, positive relationships, and growth mindset) and writing skill preferences (e.g., interest-driven tasks, visual strategies, and scaffolded progression). These findings indicate a misalignment between existing textbook content and learner priorities, demonstrating the importance of curricula that integrate academic learning with psychosocial development. Drawing on these insights, the study proposes a PERMA+-aligned framework to guide curriculum co-design. By systematically linking learner perspectives with curriculum theory, this research proposes a replicable model for socially responsive and transformative ESL writing instruction. Its relevance extends internationally by providing guidance for educators seeking to integrate Positive Psychology into ESL curriculum design through a co-constructed, theory-driven framework.