The positive turn in Second Language Acquisition has revitalized the exploration of learner well-being; however, foundational models remain predominantly Western-centric, often prioritizing high-arousal exultation over restorative states. This scoping review systematically maps the landscape of positive affect research among Iranian EFL learners through the lens of Affect Valuation Theory, synthesizing 122 empirical studies (2016–2026). The findings reveal an Iranian Affective Pyramid with a broad High Arousal Positive (HAP) foundation, dominated by Foreign Language Enjoyment, and a narrow, emerging tip of Low Arousal Positive (LAP) states. This distribution indicates a methodological HAP-bias, wherein standard psychometric instruments prioritize excitement while often omitting restorative dimensions. The review identifies critical empirical gaps, including a total demographic silence regarding learners under the age of 12, a systemic reliance on static cross-sectional modeling, and a specialist bias toward university English majors. While recent research (2024–2026) suggests that LAP-oriented states like Foreign Language Peace of Mind function as culturally congruent shields against systemic educational stress, the literature remains theoretically fragmented. This review identifies the missing ends of the arousal spectrum, peak HAP and prosocial LAP states, as the next research frontier, advocating for a decolonized positive psychology in Iran that recognizes Aramesh (inner peace) as a functional survival strategy and calls for a developmentally and methodologically dynamic research agenda.