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All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal GLENS: Global English Insights Journal
Sahril Nur
Universitas Negeri Makassar, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences

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The Flourishing Language Learner: A Systematic Review of Positive Psychology and Motivation in English Language Learning Sahril Nur; Auliyanti Sahril Nurfadhilah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i2.2914

Abstract

The field of second language acquisition has witnessed a "positive turn," shifting focus from learner deficits to the factors that enable learners to thrive. This systematic review synthesizes and critically examines the nexus of positive psychology (PP) and motivation within diverse English language learning contexts—English as a Foreign Language (EFL), English as a Second Language (ESL), and native speaker (L1) literacy—from 2015 to 2024. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, we conducted a comprehensive search of major academic databases (Scopus, Web of Science, ERIC, PsycINFO), yielding 68 empirical studies that met our inclusion criteria. Thematic analysis of these studies revealed several key findings. First, research is dominated by a few cores PP constructs, namely grit, growth mindset, foreign language enjoyment (FLE), and resilience, with learner well-being emerging as a holistic and integrative concept. Second, these PP constructs demonstrate a strong, positive mediational or predictive relationship with key motivational frameworks, particularly Dörnyei's L2 Motivational Self System. Third, significant contextual disparities exist: the bulk of research is situated in EFL contexts, focusing on classroom-based emotions and academic achievement; ESL research highlights resilience and socio-cultural adaptation; and the L1 context remains critically under-explored, with a focus on academic mindset rather than language-specific motivation. Finally, a growing number of studies propose and test PP-informed pedagogical interventions, such as gratitude journaling and strengths-based feedback, demonstrating promising but nascent evidence of their efficacy. This review consolidates a decade of research, highlighting the crucial role of positive psychological attributes in sustaining motivation for language learning. It concludes by outlining critical gaps in the literature and proposing a research agenda that calls for more longitudinal, interventionist, and contextually diverse studies to build a more comprehensive understanding of how to foster flourishing English language learners.
The Augmented Educator: Decolonial Psychological Capital for EFL Teachers in the GenAI Era Sahril Nur; Auliyanti Sahril Nurfadhilah; Muhammad Safar Nur
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3214

Abstract

The rapid integration of Generative Artificial Intelligence (GenAI) into higher education has raised new concerns for English as a Foreign Language (EFL) lecturers, particularly anxiety about professional value, pedagogical authority, and teacher identity. This explanatory sequential mixed-methods study examined how a culturally anchored professional development intervention could reduce AI-Induced Professional Anxiety (AIPA) and strengthen Teacher Psychological Capital (PsyCap). Twenty-five EFL lecturers who were also doctoral students participated in a 12-week Augmented Educator intervention grounded in Bugis-Makassar values: Sappa, Amaccang, and Siri' na Pacce. Quantitative data were collected using an adapted AIPA scale and a culturally adapted Teacher-PsyCap questionnaire, while qualitative data were drawn from reflective journals and interviews with eight participants. The findings showed a significant reduction in professional anxiety and notable gains in self-efficacy, resilience, hope, and optimism. The qualitative results further indicated that participants began to view AI not as a replacement for teachers, but as a tool requiring human judgment, cultural interpretation, and ethical guidance. The study argues that AI-related teacher development should move beyond technical training and include culturally meaningful psychological support for sustaining teacher agency in the GenAI era.
Integrating Critical Thinking into EFL Speaking Instruction: A Qualitative Case Study in Indonesian Higher Education Gunawan Gunawan; Sahril Nur; Amirullah Abduh; Samtidar Samtidar
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.609

Abstract

This study examines how critical thinking is integrated into EFL speaking instruction in higher education. A qualitative design was employed to gain an in-depth understanding of lecturers' critical thinking and speaking instruction. The study was conducted at Muhammadiyah University of Bone and involved 4 lecturers and 14 students. Data were collected through semi-structured interviews, classroom observations, and document analysis of lesson plans. The data were analyzed inductively using thematic analysis to identify recurring patterns in lecturers’ perceptions and instructional strategies. The analysis focused on three interconnected stages of instruction: planning, action, and evaluation. The findings reveal that lecturers perceive critical thinking in speaking as the ability to analyze issues, justify opinions with evidence, and respond thoughtfully to counterarguments. Students’ classroom participation also showed that critical thinking emerged through their ability to ask questions, compare viewpoints, justify opinions with evidence, respond to counterarguments, and reflect on the quality of their oral performance. They believe that students' speaking skills should be evaluated not only on fluency, pronunciation, and grammatical accuracy but also on their capacity to analyze issues, build logical arguments, use evidence, engage with differing viewpoints, and reflect critically on ideas.
Co-Authors Abduh, Amirullah Auliyanti Sahril Nurfadhilah Auliyanti Sahril Nurfadhilah Gunawan Gunawan Muhammad Safar Nur Samtidar Samtidar