ArticlePsyCh journal2026
Mapping Theoretical Frameworks of Positive Psychology in Second Language Acquisition Research: A Scoping Review.
Article in PsyCh journal, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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2 authors.
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Abstract
Positive psychology (PP) has become a key perspective in second language acquisition (SLA), with growing attention to learners' emotions, motivation, engagement, well-being, and self-regulation. However, existing PP-SLA studies have not been sufficiently mapped in terms of how theoretical frameworks are selected, classified, and operationalized. This scoping review aims to map and classify publication characteristics (e.g., geographic distribution, journal rankings) and the theoretical frameworks and models that have guided the application of PP in SLA. Following PRISMA extension for Scoping Reviews (PRISMA-ScR), the review was conducted in two stages. First, review, theoretical, and conceptual articles published between 2021 and 2025 were screened to identify higher-level theoretical discussions in PP-SLA research. Second, empirical studies published in 2025 were examined to capture the most recent operational applications of these frameworks. A total of 38 studies met the inclusion criteria, comprising 6 review articles and 32 empirical studies. Findings indicate that PP functions as the broad conceptual umbrella of the field, while Broaden-and-Build Theory, Control-Value Theory, Grit Theory, Flow Theory, Self-Determination Theory, and Social Cognitive Theory represent the most frequently used specific theories/models. The review further classifies the seven major frameworks into four higher-order categories: well-being and flourishing frameworks, emotion-centered theories, persistence and engagement theories, and motivational regulation theories. This scoping review contributes to PP-SLA research by moving beyond a list of individual theories and offering a hierarchical classification of theoretical framework use in the field. It also identifies key gaps concerning age-sensitive theorization, digital and non-formal learning contexts, cross-cultural applicability, teacher-related dimensions, and the need for stronger longitudinal and experimental designs.
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