Laughing at Moral Failings: A Qualitative Case Study of Character Strengths and Failures in Friends

Document Type : Research Paper

Authors

1 Department of English, Faculty of Literature, Alzahra University, Tehran, Iran

2 National Cheng Kung University (NCKU), Taiwan

Abstract

Framed within the Values in Action (VIA) Classification framework, the present study investigated the pedagogical potential of sitcoms, a widely utilized form of authentic multimodal material, for supporting language learning while simultaneously serving as a vehicle for representing character strengths and failures. The study drew on the experiences and perspectives of 20 Iranian English as a Foreign Language (EFL) teachers and learners through in-depth interviews, complemented by a Qualitative Content Analysis (QCA) of character strengths and failures depicted in selected episodes of Friends. The findings indicated that both groups of participants recognized the influence of sitcoms across linguistic, cultural, and character-related domains, although the extent and durability of these effects varied. Moreover, the content analysis revealed that while Friends portrays instances of character strengths such as kindness and social intelligence, it predominantly depicts moral failings, including infidelity, poor self-regulation, and offensive humor. Despite its popularity in the Iranian language education context and its inclusion of certain positive character traits, the sitcom conveys Western cultural norms that sharply conflict with Islamic-Iranian values. These findings underscore the need for further scholarly inquiry into both the contributions and potential repercussions of authentic multimodal materials in shaping language learners' well-being and character development. The study offers practical implications for syllabus designers, EFL teachers, and learners by informing more critical, reflective, and culturally responsive selection and use of media in language education.

Keywords

Main Subjects

References

Alafita, M. E. G., Dávalos, C., & Gutiérrez, M. (2012). Modern Family y los mensajes culturales: percepciones de jóvenes receptores mexicanos de la serie televisiva estadounidense. COMUNICACIÓN. Revista Internacional de Comunicación Audiovisual, Publicidad y Estudios Culturales, 1(10), 517-530.
Alamri, W. (2025). Evaluating the benefits and challenges of using authentic materials in EFL context for listening purpose. Frontiers in Education, 10, https://doi.org/10.3389/feduc.2025.1611308.
Alerwi, A. A., & Alzahrani, A. (2020). Using sitcoms to improve the acquisition of speech Acts by EFL students: Focusing on request, refusal, apology, and compliment response. Journal of Applied Linguistics and Language Research, 7(1), 63–79.
Babic, S. (2024). Wellbeing in the TESOL classroom. In A. Cirocki, B. Indrarathne, & S. McCulloch (Eds.), Cognitive and educational psychology for TESOL: A guide for practitioners (pp. 423–441). Springer Nature Switzerland.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26.
Bleakley, A., Hennessy, M., Fishbein, M., & Jordan, A. (2008). It works both ways: The relationship between exposure to sexual content in the media and adolescent sexual behavior. Media Psychology, 11(4), 443-461.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Christopher, J. C., & Hickinbottom, S. (2008). Positive psychology, ethnocentrism, and the disguised ideology of individualism. Theory & Psychology, 18(5), 563–589.
Deng, S., & Wang, X. (2023). Exploring locally developed ELT materials in the context of curriculum-based value education in China: Challenges and solutions. Frontiers in Psychology, 14, 1191420. https://doi.org/10.3389/fpsyg.2023.1191420
Dewaele, J.-M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196(1), 34–49.
Gregersen, T., MacIntyre, P. D., & Buck, R. (2021). Using character strengths to address English writing anxiety. Theory and Practice of Second Language Acquisition, 7(2), 11-35.
Güler, G. (2018). Positive psychology in ELT: The effects of character strengths exercises on EFL learners' intrinsic motivation (Master’s thesis). Istanbul Sabahattin Zaim University.
Javadi Amoli, A. (2009). Zan dar Ayineh-ye Jalal va Jamal [Woman in the mirror of beauty and majesty]. Esra.
Konus, E. (2020). Using sitcoms in ESL/EFL: A handbook for using Friends in the classroom (Master’s thesis). University of San Francisco.
Lee, J. (2016). Adjacency pairs in The Big Bang Theory: Breaches of sequential normativity in TV sitcoms. Discourse and Cognition, 23(2), 81–101. https://doi.org/10.15718/discog.2016.23.2.81
Leonhardt, J. E., & Viebrock, B. (Eds.). (2025). Popular series in English language education. Narr Francke Attempto Verlag.
Lopez, S. J., & Louis, M. C. (2009). The principles of strengths-based education. Journal of College and Character, 10(4). https://doi.org/10.2202/1940-1639.1041
Mercer, S. (2021). An agenda for well-being in ELT: An ecological perspective. ELT Journal, 75(1), 14-21.
Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.
Miao, J., Tian, X., Zhang, L., Zhang, B., & Ma, L. (2025). An analysis of the empirical research on SL/FL teaching and learning based on positive psychology: A systematic literature review. BMC Psychology, 13(1), 1-12.
Narafshan, M. H., & Noori, S. (2018). Enhancing self-esteem in classroom language learning: The potential of implementing a strength-based positive psychology intervention at higher education. International Journal of Language Teaching and Education, 2(3), 334–345. https://doi.org/10.22437/ijolte.v2i3.5593
Newman, M. Z., & Levine, E. (2012). Legitimating television: Media convergence and cultural status. Routledge.
Niemiec, R. M., & Wedding, D. (2008). Positive psychology at the movies: Using films to build virtues and character strengths. Hogrefe Publishing GmbH.
Padilla, A. M., & Chen, X. (2025). Positive psychology and second language education. Springer Nature.
Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the Values in Action Inventory of strengths for youth. Journal of Adolescence, 29(6), 891-909.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.
Pezirkianidis, C., Karakasidou, E., Stalikas, A., Moraitou, D., & Charalambous, V. (2020). Character strengths and virtues in the Greek cultural context. Psychology: The Journal of the Hellenic Psychological Society, 25(1), 35–54. https://doi.org/10.12681/psy_hps.25335
Rousseau, F. W. (2025). Comedy as resource for learning culture in English as a foreign language. Journal of Language and Culture in Education, 2(2), 181-195.
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Simon & Schuster.
Shafiee Rad, H., & Jafarpour, A. (2023). Effects of well-being, grit, emotion regulation, and resilience interventions on l2 learners’ writing skills. Reading & Writing Quarterly, 39(3), 228-247.
Stolk, T. T., de Leeuw, R. N., & Kleemans, M. (2025). How film stories can inspire character strengths: A qualitative study among Dutch children. Journal of Children and Media, https://doi.org/10.1080/17482798.2024.2440025.
Thongrin, S. (2018). Integrating moral education into language education in Asia: Guidelines for materials writers. In H. P. Widodo, M. R. Perfecto, L. V. Canh & A. Buripakdi (Eds.), Situating moral and cultural values in ELT materials: The Southeast Asian context (pp.153–173). Springer. DOI: 10.1007/978-3-319-63677- 19.
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Tusi Nasrabadi, M. and Rahmani, A. (2025). A Comparative Analysis of Moral Values in Iranian and French English Language Textbooks: Vision 1 and New Bridges 2e. Research in English Language Education Journal | Farhangian University, 4(2), 64-74. doi: 10.48210/relej.2025.17967.1117
Valizadeh, M. (2022). Sitcoms and EFL learners’ foreign language anxiety and motivation for learning. Advances in Language and Literary Studies, 13(2), 33-41.
Valkenburg, P. M., & Peter, J. (2013). The differential susceptibility to media effects model. Journal of Communication, 63(2), 221-243.
Van der Wal, A., Piotrowski, J. T., Fikkers, K. M., & Valkenburg, P. M. (2020). More than just a laughing matter: A coding framework of humor in media entertainment for tweens and teens. Journal of Broadcasting & Electronic Media, 64(3), 478-498.
Wang, Y., Derakhshan, A., & Rahimpour, H. (2022). Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study. Journal of Multilingual and Multicultural Development, 1-18. https://doi.org/10.1080/01434632.2022.2042540
Washburn, G. N. (2001). Using situation comedies for pragmatic language teaching and learning. TESOL Journal, 10(4), 21–26. https://doi.org/10.1002/j.1949-3533.2001.tb00045.x
Webb, S. (2010). A corpus driven study of the potential for vocabulary learning through watching movies. International Journal of Corpus Linguistics, 15(4), 497-519. https://doi.org/10.1075/ijcl.15.4.03web
Widodo, H. P., Perfecto, M. R. G., Canh, L. V., & Buripakdi, A. (Eds.). (2018). Situating moral and cultural values in ELT materials: The Southeast Asian context. Springer International Publishing AG.
Yang, X., & Nie, Q. (2026). Moral integration influences English as a Foreign Language (EFL) oral English learning: Evidence from textbook analysis and learner feedback. PLOS ONE, 21(2), e0340479. https://doi.org/10.1371/journal.pone.0340479
Teaching English as a Second Language Quarterly
Volume 45, Issue 3
June 2026
Pages 91-116

Files

History

  • Receive Date: 12 December 2025
  • Revise Date: 26 May 2026
  • Accept Date: 08 June 2026

Share

How to cite

Statistics