The Pedagogical Potential of Healthy Linguistic Risk-Taking for Promoting Well-Being

Language learner well-being is increasingly recognized as vital for effective language acquisition. The linguistic risk-taking (LRT) initiative offers promising support in this regard but has not received the same attention as constructs like willingness to communicate (WTC). LRT encourages learners to engage with linguistic challenges by reframing risk as a manageable and meaningful part of language use. Drawing on positive psychology frameworks such as PERMA and EMPATHICS, this article explores the potential of healthy LRT, which supports well-being dimensions like self-efficacy, agency, motivation, and resilience, in particular through emotion regulation and a growth-oriented language mindset. We argue that conceptual overlap within well-being models is a strength, not a limitation, and illustrates LRT’s broad relevance. Based on a literature review, this conceptual article refines the LRT construct and proposes a model for its pedagogical application.