positive psychology (PP)

With the rise of positive psychology (PP) and its emphasis on the affordances of positive emotions to second/foreign language teaching and learning, numerous studies have been conducted on different PP constructs all over the world. Nonetheless, the status of researching this school of psychology in L2 education is still imprecise. To fill this gap, the present state-of-the-art paper intends to flesh out the conceptualizations, premises, versatilities, emerging theories and methods, and research trends in PP and second language acquisition (SLA). Moreover, it elaborates on the seven PP factors, including optimism, immediacy, connectedness, commitment, academic buoyancy, immunity, and mindfulness. Such sample variables have also been supported by scientific evidence from different contexts. Additionally, some potential implications are drawn for stakeholders to enlighten the process and quality of L2 education. Finally, the study suggests some avenues for future studies to expand the scope of PP and SLA research and practice.

Positive Language Education (PLE) has emerged as a significant area of focus within foreign language education, emphasizing the incorporation of well-being and positive psychological principles into the language learning process to foster a more holistic and supportive educational environment. Despite the growing scholarly interest in this approach, the application of Positive Psychology (PP) themes within language curricula, particularly in non-Western educational contexts, remains underexplored. In this qualitative study, the researchers explored the potential benefits of embedding PP content within a General English course. Drawing on established well-being themes from the literature—such as gratitude, resilience, emotion regulation, altruism, creativity, and life’s meaning—the researchers designed and implemented a series of activities and materials incorporating multimodal resources, including texts, audio recordings, and video clips across diverse genres (e.g., fiction and non-fiction). The study was conducted with a cohort of 85 Iranian female undergraduate students enrolled  in a General English course at a state university in Tehran., Iran Data were collected over the course of a semester through a combination of methods: classroom observations, analysis of student-generated materials, and in-depth semi-structured interviews with a selected number of participants. Thematic analysis of the collected data revealed that the integration of well-being themes and activities fostered the development of both linguistic and non-linguistic competencies, including enhanced positive self-expression, introspective self-reflection, well-being literacy, and the cultivation of a foreign language growth mindset. The findings highlight the multidimensional benefits of integrating PP principles into foreign language education.