The impact of Coaching strategies on Foreign Language Enjoyment among Iranian EFL Learners

A student's comprehensive growth—spanning academic, social, and emotional domains—is crucial for building a nation's future workforce and ensuring its long-term economic and social development. Yet, learning obstacles and psychological distress can severely hinder academic performance and creativity, increasing dropout rates and their subsequent societal repercussions. This is particularly salient for Iranian English as a Foreign Language (EFL) learners, who frequently navigate considerable academic stress exacerbated by resource-limited settings and a scarcity of meaningful communicative practice. Consequently, identifying factors that simultaneously support academic success and emotional well-being is imperative. Focusing on the critical interplay of psychological factors in education, this literature review examines the nexus between foreign language enjoyment (FLE) and coaching strategies within this specific population. To synthesize existing research, a systematic review was performed utilizing major databases including Google Scholar, ScienceDirect, PubMed, Wiley, and ISC. A keyword search related to coaching, FLE, and Iranian EFL learners yielded ۹۰ English and Persian publications from ۲۰۰۷ to ۲۰۲۴. Following a rigorous screening process, the ۳۰ most relevant and high-quality studies were selected for in-depth analysis to construct this review.

Keywords:

Coaching strategies , Foreign language enjoyment , Iranian EFL learners , Positive psychology