Exploring the influence of Positive Emotive Language (PEL) towards English second language enjoyment: a study in a Malaysian public university

Learning English can be difficult, even for native speakers, more so for those studying it as a second language. This study looked at how both educators and students perceive the use of Positive Emotive Language (PEL) in English as a Second Language (ESL) classrooms. The aim was to understand the impact of PEL towards enjoyment in learning English by looking at student motivation, learning progress, and overall proficiency. Participants were English lecturers and diploma-level students from two campuses of a Malaysian public university. A combination of online questionnaires and semi-structured interviews was used to gather the data. Educators and students both completed surveys, and 15 students were selected for follow-up interviews to better understand their personal experiences. The analysis included a one-sample t-test on seven items from a 5-point Likert scale. The results showed that educators were intentional in how they used positive language in class. Three key strategies emerged most frequently are providing supportive feedback, utilizing motivating language, and offering affirming comments. Each had an average mean score of 4.0. Students generally responded well to this kind of communication. Majority of students said it made them feel more motivated and willing to take part in lessons. But not all feedback was positive. In the interviews, some students shared that hearing the same phrases over and over, without much context, made the words feel less meaningful. This raised a question about whether positive language becomes less effective if it is repeated too often or used without clear purpose. These comments suggest there is a need to look more closely at how PEL is used, how often, in what situations, and whether it fits the moment. While the findings support the idea that positive emotional language can help students speak up and feel more at ease, it also shows that timing and delivery matter. When used thoughtfully, this type of language can foster a more inclusive and welcoming classroom environment, while also helping students remain engaged and focused, particularly those learning English as a second language.