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      Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions


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          In addressing the recent special issue in Frontiers in Psychology, namely “ Positive Psychology in Foreign and Second Language Education: Approaches and Applications,” calling language education researchers around the globe to study positive emotions, positive personality traits, and positive institutional tendencies and their implications for language education systems, stakeholders, and policy practices, the present conceptual review paper aims to acquaint language education researchers, practitioners, instructors, and learners with the main tenets of positive psychology and their application in second/foreign language (L2) education research. Accordingly, by drawing on the broaden-and-build theory of positive emotions, we explain how individuals' positivity can result in their flourishment and development in any aspect of life, including L2 learning and teaching. Then, we introduce and conceptualize seven instances of positive psychology variables, namely academic engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being and explain how these positive factors contribute to desirable L2 learning and teaching experiences. Subsequently, potential theoretical and pedagogical implications are drawn to enhance the quality and effectiveness of language education systems and their respective stakeholders. In the end, the limitations of the studies in this area are explicated, and suggestions for future research are provided to expand the extant literature on positive psychology in the domain of L2 education.

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                Author and article information

                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                19 August 2021
                : 12
                : 731721
                [1] 1Center for Second Language Writing Research/School of College English Teaching and Research, Henan University , Kaifeng, China
                [2] 2Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University , Gorgan, Iran
                [3] 3Faculty of Education and Social Work, The University of Auckland , Auckland, New Zealand
                Author notes

                Edited by: Mirna Nel, North-West University, South Africa

                Reviewed by: Majid Elahi Shirvan, University of Bojnord, Iran; Tahereh Taherian, Yazd University, Iran; Jean-Marc Dewaele, Birkbeck, University of London, United Kingdom

                *Correspondence: Ali Derakhshan a.derakhshan@ 123456gu.ac.ir

                This article was submitted to Positive Psychology, a section of the journal Frontiers in Psychology

                Copyright © 2021 Wang, Derakhshan and Zhang.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                : 28 June 2021
                : 23 July 2021
                Page count
                Figures: 1, Tables: 0, Equations: 0, References: 109, Pages: 10, Words: 9216
                Conceptual Analysis

                Clinical Psychology & Psychiatry
                broaden-and-build theory,positive emotions,positive institutions,positive individual features,positive psychology,second/foreign language education


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