Mindfulness meditation and foreign language classroom anxiety: findings from a randomized control trial

William Justin Morgan ^[1] ; Jonah Katz ^[1]
1. [1] West Virginia University
  
  West Virginia University
  
  Estados Unidos
Localización: Foreign language annals, ISSN 0015-718X, Vol. 54, Nº. 2, 2021, págs. 389-409
Idioma: inglés
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Resumen
- Many scholars have argued that mindfulness meditation (MM) can be beneficial in academic contexts. Recently, researchers in second language acquisition have found that higher trait mindfulness scores indicate lower foreign language classroom anxiety (FLCA). The present study investigates if mindfulness scores can be increased, if FLCA decreases as a result of a mindfulness intervention, and what opinions language learners have toward MM as a way of alleviating FLCA. Data were collected in a postsecondary learning environment where experimental group participants (n = 76) and control group participants (n = 66) were compared. As a result, mindfulness scores were negatively correlated with FLCA at beginning of the study. There were, however, mixed findings between groups after a 13-week series of MMs. Experimental participants gave strongly positive opinions toward the MM in their open-ended responses to their experience.