Defining “positive institution”: A multilevel analysis of support systems for foreign language engagement across family, classroom, school, and society

Abstract Positive language education research has primarily centered on positive emotions and character traits, leaving the third pillar of positive psychology, namely positive institution, largely underexplored both conceptually and empirically, especially regarding its role in shaping learner engagement. This study, conducted across six elementary and secondary schools in rural China, investigated how foreign language (FL) engagement was shaped by positive institutional factors at multiple levels. Multi‐source, multi‐perspective data were collected from: (a) semi‐structured interviews (six students, three English teachers, one headteacher, one school principal, and two parents), (b) a focus group interview (five teachers), (c) open‐ended questionnaires (195 students), and (d) classroom observations (two settings). Findings identified positive institutions for FL engagement as a multilevel construct encompassing family (cohesion, FL beliefs, and values), classroom (teacher support, student cohesion, and task orientation), school (FL learning environment and peer and teacher support), and societal (policies and social ethos) levels, with cross‐level interactions (e.g., school‐family links through homework feedback). These findings not only provide a comprehensive multilevel framework for understanding positive institutions but also offer practical implications for FL educators, policymakers, and families to co‐create a “resonant zone.” This zone fosters learner engagement while advancing integrated linguistic and extra‐linguistic outcomes, such as socialization, well‐being, and positive personal traits.