Investigating the Influence of Positive Classroom Management Strategies on Academic Buoyancy, Academic Engagement, Psychological Well‐Being and Language Achievement: Visions From EFL Learners

ABSTRACT This study examined the impact of positive classroom management techniques on language learners' academic buoyancy, engagement, psychological well‐being and language achievement. Grounded in the theoretical framework of positive psychology, the research adopted a concurrent mixed‐methods design, combining qualitative interviews with quantitative assessments to provide a comprehensive understanding of the phenomenon. The study involved 50 lower‐intermediate language learners aged 18 to 23, who were randomly assigned to either an experimental group or a control group. The experimental group was exposed to positive classroom management interventions, while the control group participated in traditional teacher‐fronted sessions. The qualitative findings revealed that positive classroom management strategies significantly enhanced the EFL learners' academic buoyancy, engagement and psychological well‐being. Furthermore, the quantitative outcomes demonstrated a statistically significant improvement in academic achievement among the experimental group, with these learners outperforming their counterparts in the control group on posttest measures. These results offer valuable implications for EFL teachers, materials developers, syllabus designers and policymakers, emphasising the importance of integrating positive classroom management strategies into educational practices and policies to foster holistic learner development.