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<p>This study investigates educational (in)justice in Iranian English as a Foreign Language (EFL) education by comparing the role of official vs. private EFL courses on learners’ L2 wellbeing and illbeing. Using a self-developed questionnaire entailing 18 Likert-type items measuring L2-domain wellbeing and illbeing, along with demographic variables, data were collected from 346 students enrolled in university English programmes or compulsory English courses at secondary schools and universities. The findings confirmed the sound psychometric properties of the L2 wellbeing and illbeing scales. Results showed a strong correlation between the length of attendance in private English institutes and learners’ self-evaluated English proficiency. Furthermore, factorial ANOVA revealed a significant L2-domain injustice, with learners attending private institutes reporting higher L2 wellbeing than those limited to official educational settings, suggesting that the learners who had afforded private English courses enjoyed higher L2 wellbeing. Female learners also exhibited significantly higher L2 wellbeing than male learners, with a moderate effect size. The study discusses pedagogical implications and explores the potential causes of these wellbeing disparities between official and private EFL settings.</p>

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English Language Learning Wellbeing: An Indicative of Educational Injustice Across Different Learning Settings in Iran

  • 期刊论文

  • 发表日期：

    2025年5月6日

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  • Babak Elsan,
  • Afsar Rouhi

摘要

This study investigates educational (in)justice in Iranian English as a Foreign Language (EFL) education by comparing the role of official vs. private EFL courses on learners’ L2 wellbeing and illbeing. Using a self-developed questionnaire entailing 18 Likert-type items measuring L2-domain wellbeing and illbeing, along with demographic variables, data were collected from 346 students enrolled in university English programmes or compulsory English courses at secondary schools and universities. The findings confirmed the sound psychometric properties of the L2 wellbeing and illbeing scales. Results showed a strong correlation between the length of attendance in private English institutes and learners’ self-evaluated English proficiency. Furthermore, factorial ANOVA revealed a significant L2-domain injustice, with learners attending private institutes reporting higher L2 wellbeing than those limited to official educational settings, suggesting that the learners who had afforded private English courses enjoyed higher L2 wellbeing. Female learners also exhibited significantly higher L2 wellbeing than male learners, with a moderate effect size. The study discusses pedagogical implications and explores the potential causes of these wellbeing disparities between official and private EFL settings.