Effects of Mindfulness on Foreign Language Anxiety in Preadolescents
Keywords:
mindfulness, foreign language anxiety, emotional regulation, EFL learningAbstract
This study examines the degree of anxiety related to foreign languages in children of seventh grade with ages between 11 and 12 years old and the benefits of mindfulness exercises in reducing of the anxiety. The Foreign Language Classroom Anxiety Scale (FLCAS) modified with a five points Likert scale (Never, Rarely, Sometimes, Often, Always), was used to collect data from a sample of 88 students selected from a population of 113 using a quantitative, correlational study approach. Anxiety levels in students who regularly participate in mindfulness practice and those who do not were to be compared in this study. Results showed the impact of mindfulness in early adolescence around the scholar environment, especially about production skills and the linguistic anxiety that students face. A meaningful number of students that applied mindfulness showed a considerable management of anxiety in contrast to students that didn’t practice any mindfulness techniques.
Keywords: mindfulness, foreign language anxiety, emotional regulation, EFL learning.
Downloads
References
Amalia, N. L., & Ma'mun, N. (2020). The anxiety of EFL students in presentation. ELITE JOURNAL.
Bandzeladze, T., & Arutiunov, L. (2020). Peer pressure and adolescents’ problem behavior. SSRN.
Belluigi, D. (2020). Innovative teaching strategies: A principal component.
Breehl, L., & Caban, O. (2023, March 27). Physiology, puberty. In StatPearls. StatPearls Publishing.
Bülow, A., Keijsers, L., Boele, S., van Roekel, E., & Denissen, J. J. A. (2021). Parenting adolescents in times of a pandemic: Changes in relationship quality, autonomy support, and parental control
Castellanos, N., & Díez, G. G. (2022). Investigación de mindfulness en neurociencia cognitiva. Revista de Neurología
Castro-Vaca, B. D., & Argudo-Garzón, A. L. (2023). Influencia del entorno de aula en los niveles de ansiedad al hablar inglés. Revista Metropolitana de Ciencias Aplicadas.
Cortés, M., & Jiménez, N. (2020). Habilidades socioemocionales en la educación.
Gao, X. (2023). Mindfulness and foreign language learners’ self-perceived proficiency: The mediating roles of anxiety and burnout. Journal of Multilingual and Multicultural Development,
Kander, T. N., & Becerra, R. (2024). Mindfulness-based interventions for preadolescent children: A comprehensive meta-analysis. Journal of School Psychology
Kander, T. N., Lawrence, D., Fox, A., Houghton, S., & Becerra, R. (2024). Mindfulness-based interventions for preadolescent children: A comprehensive meta-analysis.
Kenwright, D., McLaughlin, T., & Hansen, S. (2021). Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour.
Mendoza-Rodríguez, J. (2023). Desempeño Docente y sus Contradicciones en Instituciones de Educación Media en el Ecuador.
Morgan, W. J., & Katz, J. (2021). Mindfulness meditation and foreign language classroom anxiety: Findings from a randomized control trial. Foreign Language Annals
Palacios Madero, M. D., Torío López, S., & Murga-Menoyo, M. Á. (2022). Parentalidad positiva y autorregulación de aprendizaje en los adolescentes. Alteridad: Revista de Educación
Quispe Sanca, R. V. (2024). Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale among Peruvian secondary education students. Frontiers in Education
Tan, H., & Xie, Z. (2020). Exploring the relationship between foreign language learning anxiety, gender, years of English learning, and English speaking performance among Chinese university students.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Multidisciplinary Scientific Journal HEXACIENCIAS. ISSN: 3028-8657
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
