integrating positive psychology in language testing: fostering growth, motivation, and well-being in assessment practices

This study is an attempt to explore the integration of positive psychology within language testing, while assessing its effects on learner performance, self-efficacy, motivation, and test anxiety in efl contexts. postulated on a mixed-method approach, firstly, the study involves in a quasi-experimental design, where 100 efl learners were assigned into control and experimental groups. the latter group experienced strength-based feedback and growth-focused assessment practices. the results of the paired t-tests and ancova revealed significant improvements in the efl students’ language proficiency, with the anxiety construct reduced by 30%, alongside substantial increases in the constructs of motivation and self-efficacy. these outcomes can be taken into account as the highlight of the efficacy of positive psychology interventions, contrasting with traditional deficit-focused models of assessment. afterwards, in the qualitative phase, the research advocates for a paradigm shift in language testing, while emphasizing efl learners’ emotional well-being, cognitive engagement, and learner autonomy. furthermore, this study contributes to the broader discourse, representing implications on rethinking pedagogical approaches to language assessment, proposing more humanistic and learner-centered frameworks.