A large mass of research has reported the significance and power of positive psychology (PP) constructs in second/foreign language (L2) education. As an offshoot of PP, altruistic teaching, which highlights teaching without self-focus, has recently initiated its way into L2 research territory. However, the way altruistic teaching influences L2 students’ academic literacy skills, such as abstract writing, has been left uncharted to date. To bridge this gap, the present study used an experimental design to investigate the contribution of altruistic teaching to 163 university students’ English abstract writing required in research article (RA)s. The results of t-test and ANOVA indicated a statistically significant difference between the learners’ RA abstract writing in the control and experimental groups in both the short and long run in light of altruistic teaching. The study discusses the results and presents the implications of altruistic teaching for L2 research and practice.

中文翻译：

---

利他教学对二语学习者英语研究论文摘要写作影响的干预研究


大量研究报告了积极心理学 （PP） 结构在第二语言/外语 （L2） 教育中的重要性和力量。作为 PP 的一个分支，利他主义教学，强调不以自我为中心的教学，最近开始进入 L2 研究领域。然而，利他主义教学影响 L2 学生学术素养技能（例如摘要写作）的方式迄今为止仍未被弄清楚。为了弥合这一差距，本研究使用实验设计来调查利他主义教学对 163 名大学生研究文章 （RA） 所需的英语摘要写作的贡献。t 检验和方差分析的结果表明，鉴于利他主义教学，对照组和实验组学习者的 RA 摘要写作在短期和长期内均存在统计学上的显着差异。该研究讨论了结果并提出了利他主义教学对 L2 研究和实践的影响。