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Abstract
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This study explores positive psychology factors in the field of Teaching English as a Foreign Language (TEFL). It investigates playfulness and peace of mind as predictors of engagement among Iranian EFL learners, considering the potential mediating role of grit. The research aims to fill a gap by exploring these interrelations, which remain unexplored. The findings will contribute to the EFL field by providing insights for educators and policymakers to develop interventions that foster engagement through enhancing playfulness, peace of mind, and grit among learners. The study expands engagement models by integrating positive psychology constructs, shedding light on the interplay between playfulness, peace of mind, and grit in second language acquisition. Practically, the research provides insights for EFL teachers, curriculum developers, and policymakers to design more engaging and effective instructional strategies.
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