Positive Psychology and AI in Second Language Learning: A Bibliometric Review of an Emerging Field

While artificial intelligence (AI) is a relatively new entrant in language education, positive psychology principles have long underpinned effective language teaching. The recent deliberate convergence of AI technology with positive psychology in second language (L2) learning research is creating a transformative interdisciplinary approach that integrates AI’s adaptive capabilities, the human-centered focus of psychology, and best practices in language pedagogy. This study employs a bibliometric analysis to map this emerging nexus. Using data from the Web of Science Core Collection, 202 relevant publications (2008–2025) were identified and analyzed with VOSviewer, Biblioshiny (R Studio), and CiteSpace. The analysis reveals evolving research dynamics by identifying prominent publications, co-authorship networks, geographic contributions, thematic clusters, and highly cited works. The findings depict a rapidly expanding, collaborative knowledge base at the intersection of positive psychology, AI, and L2 learning. Key contributors (authors, institutions, and countries) and influential journals are highlighted, and thematic analysis shows core research foci (e.g., AI-driven tools, engagement, enjoyment) alongside emerging topics. These insights offer a comprehensive map of the field’s intellectual landscape and provide valuable guidance for future research and practice in leveraging AI to foster well-being and success in language education.