Abstract

This mixed-methods study examined foreign language classroom anxiety, coping strategies, and PERMA- based well-being among 210 Nursing students at the University of Health Sciences, Vietnam National University Ho Chi Minh City. Students reported relatively high anxiety (M = 3.63; SD = 0.74), with problem-focused engagement being the most common coping strategy (M = 3.47; SD = 0.59). Among PERMA components, relationships scored highest (M = 3.70; SD = 0.75) and accomplishment lowest (M = 3.34; SD = 0.68). Anxiety correlated positively with problem- and emotion-focused disengagement and negatively with positive emotion and engagement. Engagement-oriented coping strategies correlated positively with all PERMA components. Qualitative findings indicated that instructor and peer support, interactive activities, and low-pressure environments enhanced learning experiences. The findings underscore the importance of reducing anxiety, promoting active coping, and fostering positive English classrooms for Nursing students.

Keywords: Coping strategies, foreign language classroom anxiety, happy classroom, Nursing students, PERMA.