Ismail, Sayed M.Çakmak, Fidel2026-01-242026-01-2420252538-5488https://doi.org/10.22132/tel.2025.462466.1629https://hdl.handle.net/20.500.12868/4645As there are different psychological variables involved in English language learning, this study investigated how English as a Foreign Language (EFL) students’ speaking ability, motivation for language acquisition, learner autonomy (LA), and self-confidence were affected by positive self-talk (PST). To achieve this goal, the researchers recruited sixty EFL learners using the convenience sampling method and then divided them into two groups. Subsequently, both groups were pretested for speaking ability, language learning motivation, LA, and self-confidence. The participants in one group received an intervention through PST, while those in the other group received traditional training without applying PST. After the treatment, both groups took post-tests on their speaking ability, motivation for language acquisition, LA, and self-confidence. The results displayed variations in the post-test scores of the two groups, with the experimental group (EG) outperforming the control group (CG). Some implications and conclusions were drawn from the results. © 2025 – Published by Teaching English Language and Literature Society of Iran.eninfo:eu-repo/semantics/closedAccessL2 speaking skilllanguage learning motivationlearner autonomyPositive self-talkself-confidenceArticle10.22132/tel.2025.462466.16291922172532-s2.0-105021420225Q1