Exploring mindfulness and language learning: EFL students' journey coping with speaking anxiety

Area of Science:

• Psycholinguistics
• Educational Psychology
• Mindfulness Studies

Background:

• Foreign language learning frequently induces speaking anxiety, impacting student performance.
• Mindfulness emerges as a potential strategy to mitigate this anxiety and enhance the learning environment.

Purpose of the Study:

• To assess the effect of a mindfulness-based intervention program for foreign language classes (MBI-FLC) on foreign language speaking anxiety (FLSA).
• To gather participant reflections on the MBI-FLC program's implementation and impact.

Main Methods:

• An eight-week MBI-FLC program was delivered to 15 students in an intensive English program.
• A mixed-methods approach combined quantitative (pre/post/delayed post-tests) and qualitative (interviews, journals, reports) data collection.

Main Results:

• Quantitative analysis showed immediate decreases in FLSA, with diminished effects at 6-month follow-up.
• Qualitative data revealed themes of increased awareness, acceptance, and attentional control.
• Specific mindfulness facets showed varied correlations with FLSA, with one facet unexpectedly correlating positively.

Conclusions:

• Mindfulness interventions show potential for enhancing emotional well-being and speaking confidence in English as a Foreign Language (EFL) settings.
• Findings suggest practical applications for integrating mindfulness into language pedagogy to support students.