Oxford, Rebecca2015-01-212015-01-212014-12Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 4, p. 593-615.2083-5205http://hdl.handle.net/10593/12596This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.enwell-being theorypositive psychologylanguage learning experiencespositive and negative emotionslearner historiesArtykułhttps://doi.org/10.14746/ssllt.2014.4.4.2