An Analysis of Positive Psychology Studies in English Education

Abstract

This paper analyzes the current status of positive psychology research in English education, which aims to take advantage of the link between learner happiness and success. The data comprised 114 publications (97 original research, 17 reviews) from 1990 to May 2022. The collected studies were analyzed in terms of publication year, participant type, research focus, the major psychological constructs investigated, and their found effects on English learning. The results showed that 92.78% of the original research examined learners as participants, more than half of which was done with undergraduate students. These results suggest that more research is needed on more diverse learner groups, including primary and younger students, third-age learners, and learners with learning difficulties. The most researched psychological constructs consisted of foreign language enjoyment, anxiety, achievement emotions, and motivation, and the most researched focus was the interrelationships among psychological constructs in English learners or their effects on English learning. Their results suggest that future research is needed on the paths by which emotional constructs and character strengths serve as mediators to enhance the quality of English learning. The development of positive psychology intervention strategies and validation of their effects also require further research.