Abstract
Positive psychology, as a field that emphasizes well-being, strengths, and resilience, provides valuable insights into foreign language learning. This paper explores the impact of positive psychology principles on reducing Foreign Language Anxiety (FLA) and enhancing learners' achievement. Drawing on theoretical perspectives from Martin Seligman and other prominent figures, this study emphasizes positive emotion, engagement, and a growth mindset. Without relying on quantitative data collection such as interviews or surveys, the paper examines existing literature and theoretical frameworks to argue that fostering positive emotional environments can significantly improve foreign language acquisition. Key concepts such as flow, self-efficacy, and resilience are discussed, alongside their role in helping language learners manage anxiety and build confidence. Ultimately, the integration of positive psychology principles into language education presents a compelling opportunity to address Foreign Language Anxiety (FLA) and enhance learner achievement. This paper argues that integrating principles of positive psychology into language education not only mitigates Foreign Language Anxiety but also enhances learner engagement and achievement, creating environments conducive to both linguistic proficiency and emotional well-being.
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Details
| Primary Language | English |
|---|---|
| Subjects | World Languages, Literature and Culture (Other) |
| Journal Section | Research Article |
| Authors | |
| Submission Date | March 25, 2025 |
| Acceptance Date | September 26, 2025 |
| Early Pub Date | December 17, 2025 |
| Publication Date | December 17, 2025 |
| Published in Issue | Year 2025 Volume: 7 Issue: 2 |
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Dr. Senturk holds a BA in English Language and Literature from Kafkas University as the top student (class of 2010). Having pursued his MA studies in Postcolonial Literary and Cultural Studies at the University of Leeds in 2013, he received his PhD in English Literature from the University of Leicester, UK in 2019. Dr. Senturk was selected to represent the University of Leicester in a HeForShe United Nations project (2016-2019) against gender-based violence on campus. He was also the recipient of an award for "The Best Graduate Student Essay" contest organised by the Doris Lessing Society in 2017. His research interests lie in issues relating to gender, race and class in contemporary British fiction. He is specifically interested in critical social theory and critical literature pedagogy. He currently acts as the vice chair of the department, and as the deputy director in the School of Foreign Languages.
I have a PhD in English Literature and more than fifteen years of experience in various fields
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Dr. Senturk holds a BA in English Language and Literature from Kafkas University as the top student (class of 2010). Having pursued his MA studies in Postcolonial Literary and Cultural Studies at the University of Leeds in 2013, he received his PhD in English Literature from the University of Leicester, UK in 2019. Dr. Senturk was selected to represent the University of Leicester in a HeForShe United Nations project (2016-2019) against gender-based violence on campus. He was also the recipient of an award for "The Best Graduate Student Essay" contest organised by the Doris Lessing Society in 2017. His research interests lie in issues relating to gender, race and class in contemporary British fiction. He is specifically interested in critical social theory and critical literature pedagogy. He currently acts as the vice chair of the department, and as the deputy director in the School of Foreign Languages.
