reviving spirit through alternative feedback: developing and appraising a positive-corrective typology to boost transcendence, fle and wtc

Positive psychology (pp) has gained increasing attention in language education over the past decade for its potential to enhance learners’ psychological well-being and learning experiences. however, its pedagogical application, particularly in classroom-based practices, remains underexplored. one instructional domain closely linked to both cognitive and affective aspects of language learning is corrective feedback (cf). this study aimed to design a pp-informed typology of cf and examine its effects on learners’ transcendence, foreign language enjoyment (fle), and willingness to communicate (wtc), in comparison with recast feedback and conventional instruction. a qualitative meta-analytic approach, combined with mediational inventory development procedures, was employed in the first phase to construct the cf typology. the second phase adopted a quasi-experimental design. the findings indicated that pp principles can inform a continuum of cf strategies ranging from implicit to explicit feedback. statistical analyses revealed that the pp-based cf significantly enhanced learners’ transcendence, fle, and wtc. these results highlight the pedagogical value of integrating pp principles into corrective feedback practices in language education. positive psychology (pp) has gained increasing attention in language education over the past decade for its potential to enhance learners’ psychological well-being and learning experiences. however, its pedagogical application, particularly in classroom-based practices, remains underexplored. one instructional domain closely linked to both cognitive and affective aspects of language learning is corrective feedback (cf). this study aimed to design a pp-informed typology of cf and examine its effects on learners’ transcendence, foreign language enjoyment (fle), and willingness to communicate (wtc), in comparison with recast feedback and conventional instruction. a qualitative meta-analytic approach, combined with mediational inventory development procedures, was employed in the first phase to construct the cf typology. the second phase adopted a quasi-experimental design. the findings indicated that pp principles can inform a continuum of cf strategies ranging from implicit to explicit feedback. statistical analyses revealed that the pp-based cf significantly enhanced learners’ transcendence, fle, and wtc. these results highlight the pedagogical value of integrating pp principles into corrective feedback practices in language education.