Investigating the Impact of the Getting Things Done Model on Psychological Well-being and Achievement in Iranian EFL University Students

Document Type : Research Paper

Authors

1 English Language Department, Chabahar Maritime University, Chabahar, Iran,

2 English Language Department, University of Sistan and Baluchestan

3 English Language Department, Chabahar Maritime University, Chabahar, Iran

10.22111/ijals.2026.54996.2593

Abstract

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.

Keywords

References

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Iranian Journal of Applied Language Studies
Volume 18, Issue 1
July 2026
Pages 105-130

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