en تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="font-size:12px;"><span style="font-family:Tahoma;">This study examines how supportive assessment practices enhance EFL learners&rsquo; resilience, zest for learning, and affective balance. Drawing on positive psychology and a bounded critical applied linguistics perspective, it conceptualizes assessment as a socially situated practice shaped by classroom relationships, fairness, inclusion, and institutional cultures. A total of 120 EFL learners participated in two classes, with assessment practices serving as the instructional treatment. These practices emphasized learner strengths, constructive feedback, and growth mindset development. Findings revealed significant improvements in language proficiency, resilience, zest for learning, and affective balance, alongside a 30% reduction in test anxiety. The results highlight supportive assessment as an alternative to deficit-oriented evaluation that promotes learner well-being and psychological resources. The study also underscores the importance of considering learner agency, participation, fairness, and inclusion, while acknowledging that institutional power relations and systemic inequalities were not directly investigated. By integrating strengths-based feedback, emotional support, and critical attention to assessment contexts, the study advances a learner-centered approach to language evaluation.</span></span><br> &nbsp;</div> critical applied linguistics, supportive assessment, learner resilience, zest for learning, affective balance, learner agency, fairness and inclusion, positive psychology 0 0 http://cals.gonbad.ac.ir/browse.php?a_code=A-10-103-1&slc_lang=en&sid=1 Mehdi Dehghayedi 3520868903@iau.ir 1003194753284600859 1003194753284600859 Yes Department of Foreign Languages, Das. C., Islamic Azad University, Borazjan, Iran