Investigating L2 motivation among Chinese PhD students in an EAP course from a positive psychology perspective

While motivation has long been recognized as a key factor in second language acquisition (SLA), its role in English for Academic Purposes (EAP) remains under-explored, particularly from the perspective of Positive Psychology (PP). This classroom-based study investigates the components of learner motivation in EAP by drawing on the L2 Motivational Self System (L2MSS) and the “Three Pillars” framework of PP, aiming to develop a dynamic model that explains the interplay among positive emotions, character strengths, institutional support, and L2 motivation. So, a qualitative research design was employed, involving 13 Chinese PhD students (3 male, 10 female) from various disciplines. Data were collected through semi-structured interviews, reflective journals, and classroom observations, and were thematically analyzed using NVivo 12. Findings suggest that learner motivation in EAP can be effectively interpreted through the lens of L2MSS when integrated with PP principles, with a dynamic relationship observed among L2 emotions, L2 traits, and the learning environment. The study offers pedagogical implications for enhancing motivation in EAP contexts and contributes to the broader integration of PP within SLA research.