Abstract
One of the new structures of positive psychology that has received special attention is academic self-regulation. It involves controlling one’s behavior, emotions, and thoughts to reach a long-term purpose. Learning how to self-regulate is an important skill that language learners learn both for emotional maturity and later social connections. There are various emotional factors that might be associated with the notion of self-regulation. Hope and joy are among the emotional factors that might influence language learners’ self-regulation; therefore, this literature review addresses the state of academic self-regulation in relationship with hope and joy. Reviewing the literature demonstrated that hope and joy affect language learners’ self-regulation. Hope and joy increase vitality, health, life satisfaction, and promote psychological wellbeing in EFL learners. They influence mental and physical health that is positively correlated with various scales, such as mental health, positive mood, avoidance of stressful life events, vitality and happiness in life, and problem-solving skill. The findings revealed that self-regulation in language learners depends on various demographic and educational factors that can improve learner’ language performance, mental health, and vitality of language learners. Curriculum designers and language teachers need to focus the findings of the current study on creating a more adequate and efficient language teaching environment.
Highlights
During their educational period, language learners confront academic challenges, such as poor grades, academic stress, and reduced motivation (Fried, 2010)
The findings revealed that language learners with higher levels of hope have more motivation and vitality to progress during their studies
The present review showed that joy and hope have mediating roles in the relationship with self-regulation
Summary
Language learners confront academic challenges, such as poor grades, academic stress, and reduced motivation (Fried, 2010). It is generally believed that appropriate strategies should be used and adapted to manage these challenges. Failure to address these challenges can cause mental health problems for language learners. Due to the high importance of promoting mental health in learning environments, this issue has received special attention from researchers in EFL educational contexts (Li et al, 2018). One of the concepts in contemporary academic and cognitive psychology is self-regulatory learning (Nakata, 2010). Self-regulation plays an essential role in the processes and consequences of language learning and teaching (Grau and Whitebread, 2012; Wang and Guan, 2020). There are several definitions of self-regulated learning. Self-regulatory learning involves the strategies that language learners
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