modeling the contribution of self-efficacy, emotional intelligence and well-being to learners’ foreign language enjoyment among iranian efl learners in online collaborative learning

Positive psychology is among the flourishing scope of research interests during the late decades. with a more pleasant language learning experience, higher academic performance would be predictable. while, with the developing usage of online collaborative learning context among efl learners, the minority of studies were devoted to descriptive analysis of students’ self-efficacy level and their emotional intelligence. this association between learners’ personality-based variables and their predictive role in improving learners’ academic achievement should be under deeper investigation in experiencing a more enjoyment-building learning process. although students in online learning contexts face different challenges and obstacles, their personal abilities regarding emotion-regulation-based strategies can foster their academic performance. to evaluate this association between self-efficacy, emotional intelligence, and well-being, 120 students participated in the qualitative and quantitative stages of data collection. the participants were iranian elf students who were majoring in english literature, and teaching english or translation studies. therefore, for collecting the data, initially, an electronic survey was completed by students. thus, the qualitative phase started with video-recording the virtual classes, asking about learners’ reflective journals, having stimulated recall interviews as well as checking students’ portfolios. the results of structural equation modeling emphasized that learners’ level of self-efficacy, emotional intelligence, and well-being significantly is effecting learners’ foreign language enjoyment (fle). therefore, happy and self-reliant students can enjoy their learning experience more in comparison to others. these students can learn the language with further opportunities for searching, discovering, and learning. besides, teachers and educational administrators can take advantage of the implications and suggestions of this study