Emotional Wellbeing and Positive Psychology in Second Language Acquisition

Research in second/foreign language acquisition (SLA) is increasingly examining how learners’ emotional wellbeing – defined as their positive psychological health – affects language learning. This paper reviews the intersection of emotional wellbeing and SLA through the lens of positive psychology (Seligman, 2011) and key theories such as Fredrickson’s broaden-and-build model (Fredrickson, 2001). Whereas SLA research traditionally focused on negative affect (e.g. language anxiety), recent work highlights the power of positive emotions (enjoyment, flow, gratitude), traits (resilience, optimism, grit), and supportive contexts (teacher-student rapport) in promoting motivation and success. We survey literature (2010–2024) on constructs like foreign language enjoyment, self-efficacy, and positive educator practices, with special attention to post-Soviet EFL contexts (e.g., Azerbaijan). Drawing on this review, we propose research questions on how emotional wellbeing relates to engagement and retention in university EFL learners. We outline a mixed-methods design (survey and interviews) to investigate well-being and SLA outcomes, and discuss how positive psychology interventions (e.g. strengths-based activities, gratitude journals) could be applied in language classes. Practical implications for teachers – such as building rapport and classroom enjoyment – are highlighted. Future research directions are offered. Overall, this paper bridges SLA theory and practice by showing that fostering emotional wellbeing through positive psychology can enhance L2 learning.