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The Landscape of Positive Psychology in Foreign Language Teaching: A Bibliometric Analysis
Abstract
This bibliometric study uses Scopus and Web of Science data to explore the growth and impact of Positive Psychology in Foreign Language Teaching research from 1981 to March 2025. Findings reveal exponential growth in publications from 19 pre-2013 to 845 in 2024, reflecting increased interest in integrating PP into language education. Leading journals include Frontiers in Psychology and System, while authors such as Wang, Dewaele, and Derakhshan focus on various aspects of PP in FLT. China, Iran, and Europe lead institutional contributions. Thematic analysis reveals a shift from foundational topics, such as autonomy, to contemporary issues, including grit and emotion regulation. Despite PP's interdisciplinary promise, the field exhibits regional compartmentalization and needs longitudinal, cross-cultural studies to validate interventions. The findings emphasize PP's transformative potential in encouraging holistic, learner-centered FLT practices, advocating for future research to bridge theoretical and practical gaps through the integration of technology and equity-focused strategies.
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