The recent introduction of positive psychology (PP) to second language acquisition (SLA) has led to increased interest in researching the relationship between language learning and various positive emotions. Despite this, the concept of learner altruistic teaching has been relatively understudied, compared to other PP aspects. In particular, studies on learner altruistic teaching and English reading comprehension skill have been notably absent. To address this gap, this intervention study aimed to investigate whether learners’ altruistic teaching had a significant effect on their English reading comprehension skill. The study used a mixed-methods sequential explanatory design with a comparison group pretest–posttest experimental design. It involved 116 Iranian learners of English as a foreign language (EFL). The study included three internet-based Test of English as a Foreign Language (TOEFL iBT) reading sections, reflective frames, and semi-structured interviews. The results of independent-samples t-tests and repeated-measures ANOVAs suggested that altruistic teaching had an instructional effect on learners’ English reading comprehension skill. Additionally, the results of the qualitative data pointed to several themes, including enjoyment, responsibility for one another, intimacy, engagement, motivation, success, and self-appreciation in learners. Altogether, the study suggested that learners’ altruistic teaching can significantly enhance their English reading comprehension skill by creating a sense of enjoyment, responsibility, intimacy, engagement, motivation, success, and self-appreciation among learners. The article concludes by discussing the theoretical and pedagogical implications of the study. Finally, it offers suggestions for further research and highlights limitations.

中文翻译：

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积极心理学在行动：探索利他教学在增强二语学习者英语阅读理解中的作用


最近将积极心理学（PP）引入第二语言习得（SLA），引起了人们对研究语言学习与各种积极情绪之间关系的兴趣增加。尽管如此，与其他 PP 方面相比，学习者利他教学的概念相对而言还没有得到足够的研究。尤其是对学习者利他教学和英语阅读理解能力的研究明显缺失。为了解决这一差距，这项干预研究旨在调查学习者的利他教学是否对他们的英语阅读理解技能有显着影响。该研究采用混合方法序贯解释性设计和对照组前测-后测实验设计。该项目涉及 116 名伊朗英语作为外语 (EFL) 学习者。该研究包括三个基于互联网的英语作为外语考试 (TOEFL iBT) 阅读部分、反思框架和半结构化访谈。独立样本t检验和重复测量方差分析的结果表明，利他教学对学习者的英语阅读理解技能具有指导作用。此外，定性数据的结果指出了几个主题，包括学习者的享受、彼此的责任、亲密感、参与度、动机、成功和自我欣赏。总而言之，研究表明，学习者的利他教学可以通过在学习者中创造享受感、责任感、亲密感、参与感、动力、成功感和自我欣赏感，显着提高他们的英语阅读理解技能。文章最后讨论了该研究的理论和教学意义。 最后，它提出了进一步研究的建议并强调了局限性。