University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 18 1 2026 07 01 Investigating the Impact of the Getting Things Done Model on Psychological Well-being and Achievement in Iranian EFL University Students 105 130 10035 10.22111/ijals.2026.54996.2593 EN Mohsen Nejatian Sistani English Language Department, Chabahar Maritime University, Chabahar, Iran, 0000-0002-1718-258X Ali Beikian English Language Department, Chabahar Maritime University, Chabahar, Iran, Abdollah Sarani English Language Department, University of Sistan and Baluchestan Nahid Yarahmadzehi English Language Department, Chabahar Maritime University, Chabahar, Iran Mehdi Safaei Qalati English Language Department, Chabahar Maritime University, Chabahar, Iran Journal Article 2026 03 15 <span style="font-size: 8.5pt; line-height: 90%; font-family: 'TITUS Cyberbit Basic','serif';">Despite growing recognition of learner well-being in second language acquisition, limited research has examined how structured productivity interventions address affective and cognitive demands in EFL contexts. This explanatory sequential mixed-methods study investigated the impact of the Getting Things Done (GTD) productivity model on psychological well-being (PWB) and academic achievement among Iranian EFL university students. Forty students (20 male and 20 female) from two intact lower-intermediate classes at a Payam-e Noor University branch participated in a 16-session quasi-experimental intervention. The experimental group received GTD instruction integrated into coursework, whereas the control group followed standard instruction. Quantitative data were collected using Ryff’s Psychological Well-Being Scale and a researcher-made achievement test and analyzed using ANCOVA; qualitative data from 13 experimental-group participants were gathered through semistructured interviews and analyzed thematically. The results showed statistically significant differences favoring the experimental group in psychological well-being and academic achievement. The qualitative analysis identified four themes for each outcome: for well-being, reduced mental overload, clearer purpose, enhanced control, and positive feelings resulting from goal completion; for achievement, organized study materials, consistent task management, increased motivation through clear goals, and greater responsibility for learning. The converging findings suggest that structured task-management interventions may benefit both the affective and performance domains of EFL learners in academic contexts.</span> https://ijals.usb.ac.ir/article_10035_75de66356192434b1fd4a7e2dbf8271d.pdf