The Effectiveness of Positive Psychology Interventions on Iranian EFL Learners' Resilience, Grit, and Language Achievement

This study investigates the effectiveness of a structured positive psychology intervention program on resilience, grit, and English language achievement among Iranian EFL learners. Employing a quasi-experimental pretest-posttest control group design, ۶۰ participants (۳۰ in the intervention group and ۳۰ in the control group) were selected through purposive sampling. The intervention group received a positive psychology program that included gratitude exercises, mindfulness training, and character strength identification, while the control group received standard EFL instruction. Data were collected using the Connor-Davidson Resilience Scale, Grit Scale, and a standardized English language proficiency test. Post-intervention results indicated significant improvements in the intervention group: resilience scores increased from M = ۲۵.۳ (SD = ۴.۲) to M = ۳۲.۵ (SD = ۳.۸), grit scores from M = ۳.۱ (SD = ۰.۵) to M = ۴.۲ (SD = ۰.۶), and English language achievement from M = ۶۵.۴ (SD = ۸.۶) to M = ۷۸.۳ (SD = ۹.۲). The control group exhibited minimal changes in these measures. ANOVA and ANCOVA analyses confirmed the statistical significance of these improvements (p < .۰۰۱). These findings underscore the importance of incorporating positive psychology interventions into EFL curricula to foster resilience and grit, ultimately leading to improved language outcomes. Future research should explore the long-term effects of such interventions across diverse educational contexts.

Keywords:

Positive Psychology Interventions (PPIs) , Resilience , Grit , Language Achievement , EFL learner