Positive psychology interventions improve SL/FL learning performance, engagement and well-being¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? PP interventions were found to positively predict language performance, enhance student engagement, and improve well-being in SL/FL learning contexts. → Jia 2025

Evidence¶

Jia 2025¶

Miao, J., Tian, X., Zhang, L., Zhang, B., & Ma, L. (2025). An analysis of the empirical research on SL/FL teaching and learning based on positive psychology: a systematic literature review. BMC Psychology, 13, 319. doi:10.1186/s40359-025-02576-5

q2 · i? · review · r2

The review's synthesis of intervention studies (e.g. PERMA-based listening/speaking interventions, picture-book interventions) concludes that "PP interventions were found to positively predict language performance, enhance student engagement, and improve well-being".

"PP interventions were found to positively predict language performance, enhance student engagement, and improve well-being in SL/FL learning contexts."

Discussion¶

Related Claims¶

• Positive psychology enhances SL/FL learning engagement and well-being — a narrower finding that bears on this claim
• Positive psychological traits and emotions are significantly and positively correlated with SL/FL learning performance and can predict it — a narrower finding that bears on this claim
• PP–SL/FL research is dominated by university students (76%) and quantitative methods (~49%) — related
• Grit and enjoyment are key positive-psychology predictors of language learning success — related
• PP interventions reduce language learning anxiety — a narrower finding that bears on this claim
• Utility-value interventions enhance perceived utility value, engagement, performance, and persistence in introductory college science courses — a broader claim this one bears on