Exploring Mindfulness and Language Learning: EFL Students’ Journey Coping with Speaking Anxiety

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 : For the present study, 15 EFL learners, studying a one-year intensive English course at a state university, volunteered to participate in the 8-week MBI-FLC program. The goal of the English course was to train students to be qualified to study in English as medium of instruction majors in the following educational year. 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 The correlational analysis reveals that some mindfulness facets, such as "awareness of external experiences" and "nonjudgmental orientation," displayed a negative relationship with FLSA, while the "relativity of thoughts" facet showed a complex, positive correlation with FLSA. In the reflection reports, the participants reported enhanced awareness and acceptance while they expressed feeling less anxious and better at attention in the interviews right after the intervention. However, the follow-up post-test revealed that the effects varied over time, emphasizing the need for sustained mindfulness practice. 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.