Unveiling the symbiotic relationship: Transactional analysis of classroom interactions in shaping language instructors' and learners' collective well-being

This exploratory case study examines the level of collective well-being experienced by language instructors and learners during language teaching and learning, recognizing the significance of collective well-being in collectivist cultures such as Türkiye, where social harmony and group cohesion are prioritized. Adopting a complexity perspective, it further examines the nature of classroom interactions from the Transactional Analysis (TA) framework and the symbiotic relationship between emerging interaction patterns and the collective well-being experienced. This longitudinal study was conducted within a Turkish higher education EFL context, over a seven-week period during the spring semester of the 2023-2024 academic year. By combining quantitative and qualitative data collection methods, it opted for a dynamic method integration. The study was conducted with a purposively selected EFL instructor and 24 B1-level EFL learners who were selected through convenience sampling. A continuous data collection and analysis process was conducted throughout the study's implementation. Ego State Scale, PERMA-Profiler, video recordings, and stimulated recall interviews were employed as data collection tools. The Ego State Scale and PERMA-Profiler data were analyzed using descriptive statistics at individual and group levels to identify collective well-being experienced and ego state functioning over time. Video recordings served as the primary data source for behavioral diagnosis, enabling the identification of verbal and nonverbal cues that signal ego state manifestations and transactional dynamics. Critical cases were identified based on fluctuations in PERMA-Profiler scores, and stimulated recall sessions were conducted with these participants to verify the initial findings. During these sessions, participants provide in-depth reflections on ego states, classroom interactions, and well-being. The findings revealed that the case's collective well-being functioned at a sub-optimal level over time, indicating fluctuations correlated with the engagement level of participants in particular. Furthermore, two contrasting schemes of emerging interaction patterns and their symbiotic relationship with the experienced collective well-being were revealed. The findings underscore the importance of emotionally attuned and relationally supportive interactions within the classroom for enhancing collective well-being. The discussions highlight that, beyond effective teaching strategies, teachers' leadership skills in orchestrating classroom interactions and relationships are essential for thriving in learning environments. Aligning with the principles of Transactional Analysis Theory and supported by an extensive body of research, the results underscored the importance of language educators embracing tolerant and student-centered interpersonal approaches in achieving higher levels of collective well-being. The results suggest that stroke-rich, emotionally congruent, and ego-state-aware interactions not only enhance learners' linguistic competencies but also foster their sense of belonging and overall well-being within the collective classroom community.