Our blog post reports on a systematic scoping review that addresses the influence of positive psychology on second and foreign language acquisition and learning. Emotions significantly impact language learning (Aydin, 2020), but prior research has primarily concentrated on negative emotions, overlooking positive ones (Dewaele & MacIntyre, 2014). On the other hand, positive psychology has gained prominence in language learning over the past two decades (Dewaele et al., 2019). Despite this shift, the connection between positive psychology and language learning has been underexplored until recent years.

‘Emotions significantly impact language learning, but prior research has primarily concentrated on negative emotions, overlooking positive ones.’

In this blog we highlight findings from a systematic scoping review of the relationship between positive psychology and language acquisition, focusing on the effects of wellbeing on linguistic performance. We examine two distinct periods in relation to language education: the first, from 2012, saw limited research on learner wellbeing; while the second, post-2014, witnessed a surge in studies recognising positive psychology in language education (Dewaele et al., 2019).

Our research question, ‘Does the use of elements of positive psychology contribute to the second language acquisition and foreign learning processes?’, probes to what extent incorporating positive psychology elements aids language acquisition and learning processes. The study fills a gap in understanding the potential benefits of positive psychology in language education and contributes to optimising language learning environments.

Searches were conducted in APA, PsycINFO Database, ERIC, Scopus and Web of Science. These databases were chosen for their relevance to language acquisition/learning and psychology. A pilot search helped develop inclusion/exclusion criteria, including research articles with specific designs such as qualitative, experimental, descriptive, correlational and mixed-method. The initial search yielded 106 articles, which were filtered through a screening process for finding duplications and reviewing by titles and abstracts. The eligibility phase left 39 relevant research articles for synthesis.

The analysis examined author details, publication characteristics, research designs, participant demographics, instruments, and the ways in which incorporating positive psychology elements aids language and outcomes. Researchers independently coded and synthesised findings, achieving consensus through a panel. The resulting thematic analysis presented the conclusions based on the outcomes measured in each study. This systematic scoping review design facilitated a comprehensive understanding of the relationship between positive psychology and language learning.

The analysis of publications focusing on the relationship between positive psychology and language acquisition/learning yields several significant conclusions. Initially, positive psychology’s influence on language learning wasn’t a prominent topic in both Psychology and Applied Linguistics until around 2014, but it gained more attention after the 2020s. Surprisingly, scholars in Applied Linguistics were more interested in this relationship than those in Psychology. Publications were primarily centered around foreign language learning contexts, particularly English, in countries where English education is obligatory. However, there is a scarcity of research on native and second language acquisition and teaching contexts. Qualitative, descriptive and correlational research designs were preferred, with fewer experimental and mixed-method approaches. The participants were primarily college students, with limited representation from primary and secondary levels.

Our findings demonstrate a bidirectional positive relationship between positive psychology and language learning. Positive emotions, accomplishment and certain techniques contribute to enhanced enjoyment, decreased anxiety, improved motivation and elevated performance. Wellbeing interventions effectively promote basic language skills and knowledge areas. Teachers’ demeanor, techniques and interactions play a pivotal role in fostering self-determined motivation, intrinsic motivation and language proficiency. Integrating positive psychology elements into language education positively impacts wellbeing and language learning outcomes.

‘Integrating positive psychology elements into language education positively impacts wellbeing and language learning outcomes.’

Our study provides a comprehensive overview of the contribution of positive psychology to language learning, while identifying gaps, and offering recommendations for further research. It guides researchers by highlighting research contexts, designs and outcomes. Additionally, it provides practical implications for language educators, curriculum developers and policymakers to integrate positive psychology elements into language learning strategies and programmes.

Practical recommendations stemming from the study suggest that educators combine linguistic skills and positive psychology elements to promote learners’ wellbeing and target language proficiency. Collaborations between educators and counsellors can facilitate psychoeducational programmes that enhance self-confidence. Integrating positive psychology into teacher training programmes and curricula is crucial.

In summary, the synthesis of research indicates a positive interplay between positive psychology and language learning. Further investigations can contribute to the evolution of a novel language learning approach: ‘positive language learning’.

This blog post is based on the article ‘Positive psychology and language learning: A systematic scoping review’ by Selami Aydın and Işıl Tekin, published in the Review of Education.

References

Aydin, S. (2020). Affective states and learning outcomes in EFL education. In S. Celik (Ed.), Preparing teachers for a changing world: Contemporary issues in EFL education (pp. 153–164). Vizetek.

Dewaele, J., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 1–13. https://doi.org/10.3389/fpsyg.2019.02128

Dewaele, J., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5