Promoting Second Language Learners’ Well-Being: A Positive Psychology Review of Factors, Practices, and Directions

Abstract

In today’s globalized society, learning a second language (L2) has transcended its instrumental role to become a transformative competency crucial for both societal participation and personal development. While traditional second language acquisition (SLA) research has long operated within a pathology-focused paradigm—prioritizing learners’ errors, cognitive limitations, and affective barriers—this approach has overlooked the constructive interplay between psychological agency and learning outcomes. The emergence of positive psychology (PP) has catalyzed a paradigm shift toward a strengths-based approach in SLA, emphasizing learners’ psychological resources as catalysts for well-being and proficiency. This conceptual review systematically examines five key individual promoters of L2 learners’ well-being: positive emotions (i.e., enjoyment, pride), emotion regulation, resilience, mindfulness, and flow experience. The analysis further proposes pedagogical strategies for fostering these promoters in L2 classrooms. Finally, this review critically assesses limitations in the current literature and outlines future research directions. By bridging PP with SLA, this synthesis promotes the integration of linguistic competence with holistic learner well-being.