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Abstract
This review tends to investigate the related studies on the relationships among positive affectivity as a type of positive psychology construct and academic disengagement and communication apprehension (CA) as two types of negative emotions. The negative correlations among CA, disengagement, and positive affectivity like enjoyment have been verified in the review of the literature. Moreover, little research has been done on the relationship between academic disengagement and CA. The studies showed that some factors such as encouraging teaching methodologies, positive classroom context, exciting and challenging classroom tasks can act as mediators in the relationship between positive affectivity and CA. In the end, the pedagogical implications are explicated to foster the language learning quality and to develop a language educational system. Suggestions for further research are provided to develop the existent literature on the relationship between English as a foreign language (EFL) learners’ academic disengagement, CA, and their positive affectivity.
Highlights
Positive psychology has drawn the attention of many investigators in foreign language learning since it tries to enhance learning outcomes and foster learning contexts (Han, 2021; Wang et al, 2021)
This review aims to scrutinize the relationships among apprehension, positive emotions, and engagement in English as a foreign language (EFL) contexts
This review scrutinized the studies related to the negative relationship between enjoyment and apprehension
Summary
Positive psychology has drawn the attention of many investigators in foreign language learning since it tries to enhance learning outcomes and foster learning contexts (Han, 2021; Wang et al, 2021). The development of positive psychology owes to Seligman’s (2011) theorization of “wellbeing.” He developed five-dimensional PERMA including “positive emotion (P), engagement (E), relationships (R), meaning (M), and accomplishment (A)” The enhancement of all five dimensions is the objective of positive psychologists (Wang et al, 2021). The processes of learning a foreign language can be a demanding experience for some learners, and learners’ individual differences have been studied in terms of socio-demographic and affective factors such as self-efficacy, apprehension, personality, motivation, and self-efficacy (Kim et al, 2015). This review aims to scrutinize the relationships among apprehension, positive emotions, and engagement in English as a foreign language (EFL) contexts
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