Research agenda on well-being and language education

Bibliographic Data

ID11437685
AuthorsShanara Mercer (0000-0003-2558-8149, University of Graz, corresponding author), Sarah Mercer (0000-0002-3004-2012), Carlos Murillo-Miranda (0000-0001-6857-7226, University of Graz)
Year2025
Volume58
Issue3
Pages377-395
Publication date2025-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguage Teaching (JOURNAL)
Journal identifiersISSN: 0261-4448 • E-ISSN: 1475-3049
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0261444825000060
OpenAlexW4409694394
LanguageEN
Citations received6
References cited110

This article advocates for the expansion of research into the topic of well-being in language education. It begins by outlining key definitional concerns and then moves to outline general issues and gaps in the current body of research such as a need for a diversification in research in social contexts, working conditions, languages, cultures, as well as a clarification of the domain specificity of the construct. In the main body of the paper, three core specific areas are outlined in detail with suggestions of not only what could be researched but how this could be done in concrete empirical terms. Task 1 concerns the dynamism of well-being across different timescales and how those interact. Task 2 focuses on the relationship between self-efficacy and well-being as an example of one core individual difference that could impact well-being development. Task 3 reflects on the possible interplay between learner and teacher well-being. The article ends by arguing for language teacher well-being to receive the urgent and critical attention that it deserves across the whole range of contexts and individuals who identify as language educators

Pedagogy · Political science · Sociology · Early Childhood Education and Development · Educational and Psychological Assessments · Grit, Self-Efficacy, and Motivation · Psychology