Résumé:
Individuals' ability to learn is a fundamental component of their future development. Simply said,
individuals rely on learning new information and gaining abilities to thrive in society. The most
important part of a classroom atmosphere is, of course, what a teacher does with the students. The
teacher's role extends beyond simply imparting knowledge and assessing the competence of each
of their students. The present research aim to identify the significance of integrating Positive
Psychology and its use in an EFL Classroom. Also, to explore Students’ awareness of Positive
Psychology’s major role. Finally, to investigate how to improve students' personal and social
competencies. The present research adopts the descriptive method that includes quantitative and
qualitative tools. Both a structured questionnaire and classroom observation were designed to
gather the needed data. Precisely, the questionnaire was directed to Master One students (N=120),
and the classroom observation was directed to teachers, at the Department of English, University
of 8 Mai 1945, Guelma. The compiled data confirm the main hypothesis, which implies that EFL
students have positive attitudes toward the role of Positive Psychology in enhancing their
interpersonal and intrapersonal competencies. Hence, the research advocates the integration of
positive psychology approaches into the learning process to overcome students’ learning
barriers.
