The recent introduction of the Positive Psychology theory (PP, hereafter) to Second Language Acquisition (SLA) (Dewaele & Li, 2020; MacIntyre & Mercer, 2014) appears to have captured the interest of scholars across different linguistics and educational contexts (Oyama, 2022; Wang et al., 2021). SLA researchers have notably redirected their attention toward the exploration of positive emotions, such as love, happiness, and enjoyment (Dewaele et al., 2019a) among teachers and students. This stands in contrast to the prior prevailing emphasis on the examination of negative emotions, such as anxiety, anger, and fear (Wang & Zhang, 2021). To this end, many studies on positive emotions are being conducted across the SLA milieu (Dewaele & Li, 2020; Wang et al., 2021), with particular attention to foreign language enjoyment (FLE) (Dewaele et al., 2019a). The belief is that learners who enjoy the learning process and experience happiness are more likely to achieve greater success (Seligman, 2011). Some aspects of FLE that have captured the attention of SLA scholars are the examination of levels of FLE among foreign language (FL) learners (Dewaele & MacIntyre, 2014; Dewaele et al., 2018), relationship between FL learners' language proficiency and their FLE levels (Dewaele et al., 2019a; Su, 2022), and the exploration of factors that contribute to FLE (Dewaele & MacIntyre, 2014; Li et al., 2018). This said, since FLE emerged as a prominent subject of discussion within the SLA community primarily following the influential research by Dewaele and MacIntyre (2014), there still exist several FL teaching and learning contexts where aforesaid aspects have not been comprehensively investigated. It is fair to say that Thailand is undoubtedly one of these contexts because as in any other context, the literature review indicated that Thai SLA scholars were directed toward investigating aspects of negative emotions such as anxiety, stress, and boredom (Charoensukmongkol, 2019; Shimray & Wangdi, 2023). There is a dearth of research on positive aspects of emotions in Thai contexts and more specifically there is a gap in the knowledge on the levels of FLE among Thai learners, the relationship between learners' language proficiency and their FLE levels and factors that contribute to Thai learners' enjoyment in English classrooms, particularly from the lens of positive psychology.
