Exploring Savoring Experiences, Strategies, and Barriers in L2 Learning: Insights from a Qualitative Study with EFL Learners

Zahed Alavi S., B. Bryant F., Elahi Shirvan M., SOLHİ M.

International Journal of Applied Positive Psychology, cilt.11, sa.2, 2026 (Scopus)

Özet

This study explored how undergraduate English as a foreign language (EFL) learners experience and employ savoring (i.e., recognizing and embracing positive emotions) to enhance enjoyment and motivation in language learning. Grounded in positive psychology, it aimed to uncover the emotional, cognitive, and social dimensions of savoring in an exam-oriented and collectivist educational context. Thematic analysis of semi-structured interviews with nine EFL learners identified six themes. They included personal experiences with savoring, savoring strategies, impact on learning, emotional responses, social interactions, and barriers to savoring. The results further revealed that savoring serves as an active regulatory mechanism rather than as passive enjoyment, enabling learners to sustain motivation, boost confidence, and transform anxiety into growth. The learners were found to engage in savoring through reflection, journaling, media engagement, and social sharing, which amplified positive emotions and language learning persistence. Despite psychological and contextual barriers such as perfectionism and social comparison, the participants emphasized the importance of celebrating small achievements and peer support. This study extends the application of savoring in EFL contexts by illustrating its role in emotional regulation and motivation within EFL classrooms. Findings support the value of integrating savoring-based positive psychology interventions into language learning to generate, intensify, and prolong learners’ positive emotional experiences and engagement.