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Abstract

With the growing emphasis on positive psychology, the well-being of foreign language (FL) learners has become a key area of focus. However, existing well-being scales are typically designed for the general population, and a scale specifically tailored to the unique experiences and challenges faced by FL learners is still lacking. To address this gap, the present study aimed to develop and validate a well-being scale specifically tailored for FL learners. Using a mixed-methods design, the study involved 1,182 secondary school students in China, with an average age of 14.14 years (SD = 1.21) and spanning grades 7–12. Grounded in the positive emotion, engagement, relationships, meaning, and accomplishment well-being model, exploratory and confirmatory factor analysis confirmed an 18-item FL learner well-being scale. This five-factor scale, including FL positive emotion, FL engagement, FL interpersonal support, FL learning value, and FL accomplishment, demonstrated robust psychometric properties with high internal consistency and split-half reliability, as well as strong convergent, discriminant, and criterion validity. Furthermore, as evidence of criterion-related validity, this study revealed a significant negative correlation between FL learner well-being and FL anxiety, alongside a strong positive association with teacher–student relationships (TSRs). These findings not only provide a reliable tool for assessing FL learner well-being, but also offer empirical support for interventions that aim to enhance student well-being by fostering positive TSRs and reducing FL anxiety.

Keywords

well-being foreign language learner positive emotion engagement relationships meaning and accomplishment

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Developing and validating a well-being scale for foreign language learners

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