BMC psychology · 2026
Exploring mindfulness and language learning: EFL students' journey coping with speaking anxiety.
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Koçali Zeynep, Aşık Asuman
Аннотация
BACKGROUND: Foreign language learning often triggers significant anxiety, particularly in speaking tasks, which can hinder students' performance and engagement. According to recent research, mindfulness stands as a promising approach to alleviate such anxiety and foster a more supportive language learning environment.
AIMS: This study explores the impact of a mindfulness-based intervention program for foreign language classes (MBI-FLC) on foreign language speaking anxiety (FLSA) and the reflections of the participants about the implemented program.
SAMPLE: Following the earthquake-related transition to online instruction, 15 students in a one-year intensive English program participated in the eight-week MBI-FLC program including sessions between 45 and 60 min.
METHOD: A mixed-methods approach was utilized, combining quantitative measures through pre-, post-, and 6-month delayed post-intervention questionnaire/scale and qualitative insights from semi-structured interviews, learner journals, and reflection reports during/after the relevant sessions.
RESULTS: Quantitative analysis revealed descriptive decreases in FLSA immediately after the intervention, though gains diminished at follow-up, highlighting the need for continued practice. Some mindfulness facets correlated negatively with FLSA, while the "relativity of thoughts" facet unexpectedly showed a positive relationship. Moreover, the qualitative data collected throughout the study revealed three convergent themes: increased awareness, greater acceptance, and improved attentional control, aligning with the short-term reductions in anxiety.
CONCLUSION: The findings highlight the potential of mindfulness to improve emotional well-being and speaking confidence in EFL contexts, offering practical implications for integrating mindfulness into language pedagogy.
AIMS: This study explores the impact of a mindfulness-based intervention program for foreign language classes (MBI-FLC) on foreign language speaking anxiety (FLSA) and the reflections of the participants about the implemented program.
SAMPLE: Following the earthquake-related transition to online instruction, 15 students in a one-year intensive English program participated in the eight-week MBI-FLC program including sessions between 45 and 60 min.
METHOD: A mixed-methods approach was utilized, combining quantitative measures through pre-, post-, and 6-month delayed post-intervention questionnaire/scale and qualitative insights from semi-structured interviews, learner journals, and reflection reports during/after the relevant sessions.
RESULTS: Quantitative analysis revealed descriptive decreases in FLSA immediately after the intervention, though gains diminished at follow-up, highlighting the need for continued practice. Some mindfulness facets correlated negatively with FLSA, while the "relativity of thoughts" facet unexpectedly showed a positive relationship. Moreover, the qualitative data collected throughout the study revealed three convergent themes: increased awareness, greater acceptance, and improved attentional control, aligning with the short-term reductions in anxiety.
CONCLUSION: The findings highlight the potential of mindfulness to improve emotional well-being and speaking confidence in EFL contexts, offering practical implications for integrating mindfulness into language pedagogy.