Positive Psychology and AI in Second Language Learning: A Bibliometric Review of an Emerging Field

Abstract

While artificial intelligence (AI) is a relatively new entrant in language education, positive psychology principles have long underpinned effective language teaching. The recent deliberate convergence of AI technology with positive psychology in second language (L2) learning research is creating a transformative interdisciplinary approach that integrates AI’s adaptive capabilities, the human-centered focus of psychology, and best practices in language pedagogy. This study employs a bibliometric analysis to map this emerging nexus. Using data from the Web of Science Core Collection, 202 relevant publications (2008–2025) were identified and analyzed with VOSviewer, Biblioshiny (R Studio), and CiteSpace. The analysis reveals evolving research dynamics by identifying prominent publications, co-authorship networks, geographic contributions, thematic clusters, and highly cited works. The findings depict a rapidly expanding, collaborative knowledge base at the intersection of positive psychology, AI, and L2 learning. Key contributors (authors, institutions, and countries) and influential journals are highlighted, and thematic analysis shows core research foci (e.g., AI-driven tools, engagement, enjoyment) alongside emerging topics. These insights offer a comprehensive map of the field’s intellectual landscape and provide valuable guidance for future research and practice in leveraging AI to foster well-being and success in language education.

Keywords

• Positive Psychology
• Artificial Intelligence
• Second Language Learning
• Bilbliometric Analysis

Ethical Statement

This study did not involve participants or personal data. Therefore, ethical approval was not required.

İkinci Dil Öğreniminde Pozitif Psikoloji ve Yapay Zekâ: Gelişmekte Olan Bir Alanın Bibliyometrik İncelemesi

Abstract

Yapay zekâ (YZ) dil eğitiminde görece yeni bir alan olsa da, pozitif psikoloji ilkeleri uzun süredir etkili dil öğretiminin temel dayanaklarından biri olmuştur. Son yıllarda, ikinci dil (L2) öğrenimi araştırmalarında yapay zekâ teknolojileri ile pozitif psikolojinin bilinçli biçimde bir araya getirilmesi; YZ’nin uyarlanabilir olanaklarını, psikolojinin insan odaklı yaklaşımını ve dil pedagojisindeki en iyi uygulamaları bütünleştiren dönüştürücü bir disiplinlerarası yaklaşımın ortaya çıkmasına zemin hazırlamaktadır. Bu çalışma, söz konusu yeni kesişim alanını bibliyometrik analiz yoluyla haritalandırmayı amaçlamaktadır. Web of Science Core Collection veritabanından elde edilen 2008–2025 yılları arasındaki 202 ilgili yayın, VOSviewer, Biblioshiny (R Studio) ve CiteSpace yazılımları kullanılarak analiz edilmiştir. Analiz kapsamında öne çıkan yayınlar, ortak yazarlık ağları, coğrafi katkılar, tematik kümeler ve yüksek atıf alan çalışmalar belirlenerek araştırma alanındaki dinamiklerin zaman içindeki gelişimi ortaya konmuştur. Bulgular, pozitif psikoloji, yapay zekâ ve ikinci dil öğreniminin kesişiminde hızla genişleyen ve güçlü biçimde işbirliğine dayalı bir bilgi birikiminin oluştuğunu göstermektedir. Çalışmada, alanın önde gelen yazarları, kurumları, ülkeleri ve etkili dergileri vurgulanırken; tematik analiz, yapay zekâ destekli araçlar, katılım ve öğrenme keyfi gibi temel araştırma odaklarının yanı sıra yeni yükselen konulara da işaret etmektedir. Bu bulgular, alanın entelektüel yapısına kapsamlı bir genel bakış sunmakta ve dil eğitiminde iyi oluşu ve öğrenen başarısını desteklemek amacıyla yapay zekânın nasıl kullanılabileceğine ilişkin gelecek araştırmalar ve uygulamalar için önemli bir yol haritası sağlamaktadır.

Keywords

• Pozitif Psikoloji
• Yapay zeka
• İkinci dil öğrenimi
• Bibliyometrik analiz

Ethical Statement

Çalışmada katılımcılar veya kişisel bilgiler yer almadığı için etik kurul onayı gerekmemiştir.

References

1. Alyami, A., Alotaibi, S., & Khan, W. (2025). Saudi EFL learners’ perceptions of using artificial intelligence and its impact on their writing skills. Arab World English Journal, 16(1), 349–365.https://doi.org/10.24093/awej/vol16no1.22
2. Am, M. (2024). Exploring the potential of an AI-based chatbot (ChatGPT) in enhancing English as a foreign language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 29(3), 3195–3217.https://doi.org/10.1007/s10639-023-11917-z
3. Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975.https://doi.org/10.1016/j.joi.2017.08.007
4. Aydın, S., & Tekin, İ. (2023). Positive psychology and language learning: A systematic scoping review. Review of Education, 11(3), 1–27.
5. Bibauw, S., François, T., & Desmet, P. (2019). Discussing with a computer to practice a foreign language: Research synthesis and conceptual framework of dialogue-based CALL. Computer Assisted Language Learning, 32(3), 1–51. https://doi.org/10.1080/09588221.2018.1535508
6. Dandu, G., Charyulu, G. M., & Kumari, K. S. N. V. L. L. (2024). AI-driven language learning: The impact of Rosetta Stone on ESL students’ speaking proficiency and self-control. Rupkatha Journal on Interdisciplinary Studies in Humanities, 16(4), Article 09. https://doi.org/10.21659/rupkatha.v16n4.09
7. Demir, Y. (2024). L2 grit: A structured approach to preliminary biblio-systematic review. System, 123, 103353. https://doi.org/10.1016/j.system.2024.103353
8. Derakhshan, A., & Fathi, J. (2024). Growth mindset and ideal L2 self as predictors of student engagement in EFL students: The mediating role of L2 grit. Porta Linguarum, 9, 69–91.https://doi.org/10.30827/portalin.viIX.29899

9. Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128.
10. Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274.https://doi.org/10.14746/ssllt.2014.4.2.5
11. Ding, X., & Yang, Z. (2022). Knowledge mapping of platform research: A visual analysis using VOSviewer and CiteSpace. Electronic Commerce Research, 22, 787–809.https://doi.org/10.1007/s10660-020-09410-7
12. Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.https://doi.org/10.4324/9781315779553
13. Falagas, M. E., Pitsouni, E. I., Malietzis, G. A., & Pappas, G. (2008). Comparison of PubMed, Scopus, Web of Science, and Google Scholar: Strengths and weaknesses. The FASEB Journal, 22(2), 338–342.https://doi.org/10.1096/fj.07-9492LSF
14. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.https://doi.org/10.1037/0003-066X.56.3.218
15. Gallagher, M. W., & Lopez, S. J. (2009). Positive expectancies and mental health: Identifying the unique contributions of hope and optimism. The Journal of Positive Psychology, 4(6), 548–556.https://doi.org/10.1080/17439760903157166
16. Gaviria-Marin, M., Merigó, J. M., & Baier-Fuentes, H. (2019). Knowledge management: A global examination based on bibliometric analysis. Technological Forecasting and Social Change, 140, 194–220.https://doi.org/10.1016/j.techfore.2018.07.006
17. Gobel, P. (2008). Student off-task behavior and motivation in the CALL classroom. International Journal of Pedagogies & Learning, 4(4), 4–18.https://doi.org/10.5172/ijpl.4.4.4
18. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.https://doi.org/10.2307/327317
19. Huang, F., Wang, Y., & Zhang, H. (2024). Modelling generative AI acceptance, perceived teachers’ enthusiasm and self‑efficacy to English as a foreign language learners’ well‑being in the digital era. European Journal of Education, 59(4), Article e12770.https://doi.org/10.1111/ejed.12770
20. Jeon, J. (2024). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning, 37(1–2), 1–26. https://doi.org/10.1080/09588221.2021.2021241
21. Jin, Y., Dewaele, J.-M., & MacIntyre, P. D. (2021). Reducing anxiety in the foreign language classroom: A positive psychology approach.System, 101, 102604.https://doi.org/10.1016/j.system.2021.102604
22. Kartal, G., & Yeşilyurt, Y. E. (2024).A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022. ReCALL, 36(3), 359–375. https://doi.org/10.1017/S0958344024000077
23. Lee, J. S. (2020). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(5), 452–468.https://doi.org/10.1080/01434632.2020.1746319
24. Lee, S., Kim, H., & Park, J. (2011). On the effectiveness of robot-assisted language learning. ReCALL, 23(1), 25–40. https://doi.org/10.1017/S0958344010000273
25. Li, Q., Li, Z., Han, L., Xie, H., Li, D., & Lu, X. (2020). Effects of an AI-based speech recognition system on improving EFL learners’ pronunciation. Computers & Education, 156, 103952.
26. MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213.https://doi.org/10.14746/ssllt.2012.2.2.4
27. MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. Studies in Second Language Learning and Teaching, 9(1), 1–24.https://doi.org/10.14746/ssllt.2019.9.1.1
28. Markscheffel, B., & Schröter, F. (2021). Comparison of two science mapping tools based on software technical evaluation and bibliometric case studies. Journal of Scientometrics and Information Management, 15(2), 1–18.https://doi.org/10.1080/09737766.2021.1960220
29. Maslow, A. H. (1998). Toward a psychology of being (3rd ed.). John Wiley & Sons.
30. Mercer, S., MacIntyre, P., Gregersen, T., & Talbot, K. R. (2018). Positive language education: Combining positive education and language education. Theory and Practice of Second Language Acquisition, 4(2), 11–31.
31. Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269.https://doi.org/10.7326/0003-4819-151-4-200908180-00135
32. Moral-Muñoz, J. A., Herrera-Viedma, E., Santisteban-Espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review.El Profesional de la Información, 29(1), e290107.
33. Ninkov, A., Frank, J. R., & Maggio, L. A. (2022).Bibliometrics: Methods for studying academic publishing. Perspectives on Medical Education, 11(3), 173–176.https://doi.org/10.1007/s40037-021-00695-4
34. Oladrostam, E., Rahmati, T., & Nushi, M. (2024). Integrating positive psychology into an English as a foreign language teacher education program. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 2.https://doi.org/10.1186/s40862-023-00226-0
35. Rogers, C. R. (1961). On becoming a person: A therapist’s view of psychotherapy. Houghton Mifflin.
36. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.https://doi.org/10.1037/0003-066X.55.1.68
37. Sa’dom, N. Z. M., Yusoff, S. H. M., & Sa’dom, S. A. F. M. (2023). Umrah, the spiritual journey of a lifetime: A bibliometric analysis using VOSviewer. International Journal of Innovation and Business Strategy, 18(1), 37–49.
38. Seligman, M. E. P. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333–335.https://doi.org/10.1080/17439760.2018.1437466
39. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.https://doi.org/10.1037/0003-066X.55.1.5
40. Tai, T. Y., & Chen, H. H. J. (2023). The impact of Google Assistant on adolescent EFL learners’ willingness to communicate. Interactive Learning Environments, 31(3), 1485–1502. https://doi.org/10.1080/10494820.2020.1841801
41. Xu, J., & Feng, X. (2024).Mindsets, resilience, and student engagement as predictors of L2 achievement among Chinese English learners: Insights from fuzzy‑set qualitative comparative analysis. System, 124, Article 103358.https://doi.org/10.1016/j.system.2024.103358
42. van Eck, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538.
43. Vistorte, A.O.R., Deroncele-Acosta, A., Ayala, J.L.M., Barrasa, A., López-Granero, C., & Martí-González, M. (2024). Integrating artificial intelligence to assess emotions in learning environments: a systematic literature review. Frontiers in Psychology, 15, 1387089.https://doi.org/10.3389/fpsyg.2024.1387089
44. Wahyuni, S., Putro, N. H. P. S., & Efendi, A. (2024). Trends in artificial intelligence-infused English language learning: A comprehensive bibliometric and content review. Advanced Education, 25, 162–178.https://doi.org/10.20535/2410-8286.315035
45. Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 731721.https://doi.org/10.3389/fpsyg.2021.731721
46. Wang, X., Pang, H., Wallace, M. P., Wang, Q., & Chen, W. (2022). Learners’ perceived AI presences in AI-supported language learning: A study of AI as a humanized agent from the community of inquiry. Computer Assisted Language Learning, 37(4), 814–840.https://doi.org/10.1080/09588221.2022.2056203
47. Yan, D. (2023). Impact of ChatGPT on learners in an L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28, 13943–13967.
48. Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54–66.https://doi.org/10.1111/1540-4781.00136
49. Yıldız, T. A. (2023). The impact of ChatGPT on language learners’ motivation. Journal of Teacher Education and Lifelong Learning, 5(2), 582–597.https://doi.org/10.51535/tell.1314355
50. Yuan, L., & Liu, X. (2025). The effect of artificial intelligence tools on EFL learners’ engagement, enjoyment, and motivation. Computers in Human Behavior, 162, 108474.https://doi.org/10.1016/j.chb.2024.108474
51. Zhang, J., & Quoquab, F. (2022). Documenting the knowledge of pro-environmental travel behavior research: A visual analysis using CiteSpace. Journal of Tourism Futures. https://doi.org/10.1108/JTF-03-2022-0101
52. Zhang, C., Yiwen, M., & Ma, X. (2024). Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate.System,121, 103259.https://doi.org/10.1016/j.system.2024.103259
53. Zhang, X., & Umeanowai, K. O. (2025).Exploring the transformative influence of artificial intelligence in EFL context: A comprehensive bibliometric analysis. Education and Information Technologies, 30, 3183–3198.https://doi.org/10.1007/s10639-024-12937-z
54. Zong, Y., & Yang, L. (2025). How AI-enhanced social-emotional learning framework transforms EFL students’ engagement and emotional well-being. European Journal of Education, 60(1), 67–85.https://doi.org/10.1111/ejed.12925