Abstract
This study explores the integration of mindfulness practices in the English as a Second Language (ESL) classroom, highlighting their potential to enhance learner engagement and emotional well-being. It begins with an introduction to mindfulness in education, emphasizing its relevance in addressing the unique challenges faced by ESL learners, such as anxiety and cultural adjustment. The theoretical framework connects mindfulness to emotional health and learning theories, particularly Krashen's Affective Filter Hypothesis, which underscores the impact of emotional factors on language acquisition. The benefits of mindfulness are discussed, including improved focus, reduced anxiety, and the promotion of positive learning environments. Practical applications for teachers and student-centered activities have been proposed to foster engagement and emotional regulation. Additionally, the paper examines how mindfulness supports the development of self-regulation and resilience, enabling learners to better manage stress and persist through academic and cultural challenges. Barriers to implementation, such as lack of training, time constraints, and cultural considerations, are also addressed, with recommendations for adapting practices to diverse classroom contexts. The study suggests future research directions to examine the long-term effects of mindfulness in ESL settings. Ultimately, it advocates that ESL educators incorporate mindfulness techniques to support both academic success and the emotional well-being of students, creating more inclusive, supportive, and effective learning environments.
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Published in
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Communication and Linguistics Studies (Volume 11, Issue 2)
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DOI
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10.11648/j.cls.20251102.12
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Page(s)
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53-58 |
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Creative Commons
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This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
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Copyright
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Copyright © The Author(s), 2025. Published by Science Publishing Group
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Keywords
Mindfulness, English as a Second Language (ESL), Well-being, ESL Classroom
1. Introduction
1.1. Background on Mindfulness in Education
Mindfulness, defined as the practice of maintaining a moment-by-moment awareness of thoughts, feelings, bodily sensations, and surrounding environments, has gained traction in educational settings over recent years. Mindfulness, which has its roots in ancient meditative practices, has been incorporated into various educational frameworks to enhance student wellness and academic performance
| [10] | McCaw, C. T. (2020). Mindfulness ‘thick ‘and ‘thin’-a critical review of the uses of mindfulness in education. Oxford Review of Education, 46(2), 257-278. |
[10]
. In the context of English as a Second Language (ESL), where learners often face unique challenges, mindfulness practices can play a crucial role in fostering a supportive learning environment
| [15] | Song, X., & He, X. (2021). Teachers’ dispositions toward mindfulness in EFL/ESL classrooms in teacher-student interpersonal relationships. Frontiers in Psychology, 12, 754998. |
[15]
.
The integration of mindfulness in education is supported by a growing body of research highlighting its positive impacts on cognitive functions, emotional regulation, and social skills. Mindfulness interventions have been shown to improve attention span, reduce stress and anxiety, and enhance empathy among students of various age groups and backgrounds
| [7] | Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041-1056. |
[7]
. These benefits are particularly salient in ESL contexts, where learners navigate linguistic and cultural complexities that can heighten stress levels and affect their ability to learn effectively.
1.2. Importance of Mindfulness in ESL
ESL learners frequently encounter anxiety related to language acquisition, cultural adjustment, and performance pressure. These challenges can hinder engagement and impede language development. This paper aims to explore how mindfulness practices can improve focus, reduce anxiety, and promote a positive learning environment for language learners, ultimately enhancing their overall educational experience
| [18] | Zeilhofer, L., & Sasao, Y. (2022). Mindful language learning: The effects of college students’ mindfulness on short-term vocabulary retention. System, 110, 102909. |
[18]
.
Moreover, the significance of mindfulness extends beyond mere academic achievement. It encompasses the holistic development of ESL learners, fostering their ability to cope with challenges, build resilience, and cultivate a sense of belonging in their new linguistic and cultural environment. By addressing the emotional and psychological needs of ESL students, mindfulness practices contribute to creating a more equitable and inclusive learning environment where all students can thrive.
1.3. Objectives and Scope
This paper aims to:
1. Provide a comprehensive overview of mindfulness and its applications in education.
2. Examine the theoretical underpinnings that support the integration of mindfulness in ESL classrooms.
3. Discuss the specific benefits of mindfulness for ESL learners, including enhanced focus, reduced anxiety, and improved emotional well-being.
4. Offer practical strategies and activities for ESL teachers to incorporate mindfulness into their teaching practices.
5. Address potential challenges and considerations related to the implementation of mindfulness in diverse ESL contexts.
6. Suggest future research directions to further explore the long-term effects of mindfulness on ESL learners' academic and personal development.
2. Theoretical Framework
2.1. Mindfulness and Emotional Well-being
Research indicates a strong connection between mindfulness and emotional health. Mindfulness practices have been shown to enhance emotional regulation, reduce symptoms of anxiety and depression, and improve overall psychological well-being
| [1] | Dawson, D., Kearney, D., & McCarthy, M. (2020). Student perceptions of the effectiveness of mindfulness interventions in an Intensive English Program: A qualitative study. Journal of Studies in Learning and Teaching English, 33(2), 471-488. |
[1]
. In the context of language learning, these benefits are particularly relevant as they address the emotional hurdles that many ESL students face.
Mindfulness techniques such as meditation and deep breathing exercises can help ESL learners develop greater self-awareness and emotional resilience, enabling them to manage stress and anxiety more effectively. By cultivating a non-judgmental attitude towards their thoughts and feelings, students can learn to accept themselves and their language abilities, fostering a sense of self-compassion that promotes emotional well-being.
2.2. Mindfulness and Learning Theories
Mindfulness aligns with several learning theories, including Krashen's Affective Filter Hypothesis, which posits that emotional factors significantly impact language acquisition. By reducing anxiety through mindfulness practices, learners can lower their affective filter, thereby facilitating more effective language learning
| [8] | Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press. |
[8]
.
Furthermore, mindfulness resonates with constructivist learning theories, which emphasize the importance of active engagement and personal meaning-making in the learning process. By encouraging learners to be present and attentive in the moment, mindfulness practices promote deeper processing of information and enhance their ability to connect new knowledge with their existing understanding. This alignment with established learning theories underscores the potential of mindfulness to enhance both the cognitive and emotional dimensions of ESL learning.
2.3. The Role of Self-Compassion
An additional theoretical consideration lies in the role of self-compassion. Self-compassion involves treating oneself with kindness, recognizing one's shared humanity, and practicing mindfulness towards one's suffering
| [13] | Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85-101. |
[13]
. For ESL learners, who may be particularly vulnerable to self-criticism and feelings of inadequacy, cultivating self-compassion can be transformative. It allows them to approach their language learning journey with greater resilience and a more positive mindset, ultimately enhancing their motivation and success.
3. Benefits of Mindfulness in the ESL Classroom
3.1. Enhancing Focus and Attention
Mindfulness practices have been shown to improve concentration and attention span among students. Techniques such as focused breathing and meditation encourage learners to remain present during lessons, which can lead to better retention of information and improved participation in classroom activities
| [14] | Önem, E. (2015). The impact of mindfulness on foreign language anxiety among Turkish EFL learners. International Journal of English Language Education, 3(2), 22–33. |
[14]
. Studies indicate that students who engage in regular mindfulness exercises demonstrate enhanced cognitive flexibility and attentional control
| [12] | Mrazek, A. J., Franklin, M. S., Phillips, D. T., & Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering. Psychological Science, 24(5), 776–781. |
| [17] | Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213-225. |
[12, 17]
.
In the ESL classroom, where learners may struggle with divided attention due to the demands of processing information in a new language, mindfulness practices can be particularly beneficial. By training their minds to focus on the present moment, students can minimize distractions and enhance their ability to comprehend and retain new vocabulary, grammar rules, and cultural nuances.
3.2. Reducing Anxiety and Stress
Foreign Language Anxiety (FLA) is a common phenomenon among ESL learners that can significantly hinder their performance and willingness to participate in class
| [11] | MacIntyre, P. D., & Gardner, R. C. (1991). Language Anxiety: Its Relationship to Other Anxieties and Personality Variables. Language Learning, 41(1), 513-534. |
[11]
. Mindfulness practices can effectively reduce FLA by promoting relaxation and self-awareness. Techniques such as mindfulness meditation have been found to decrease anxiety levels in learners by fostering a non-judgmental attitude towards their language abilities
| [4] | Fallah, N. (2016). The effect of mindfulness meditation on foreign language anxiety among Iranian EFL learners: An experimental study. International Journal of Language Studies, 10(4), 1-20. |
[4]
.
Mindfulness interventions can empower ESL learners to manage their anxiety and stress more effectively, creating a more conducive environment for language acquisition. By learning to observe their thoughts and feelings without judgment, students can develop a greater sense of control over their emotional responses, reducing the negative impact of FLA on their learning outcomes.
3.3. Promoting Positive Learning Environments
Implementing mindfulness practices can contribute to creating a supportive classroom atmosphere where students feel safe to express themselves without fear of judgment. Case studies have shown that classrooms incorporating mindfulness report higher levels of student engagement and collaboration
| [3] | Ergas, O. (2021). Teaching mindfulness in the English foreign language classroom: Positive effects on student engagement during post-pandemic recovery. European Proceedings of Educational Sciences, 10(1), 40-45. |
| [9] | Laukkonen, T., Ergas O., & Hadar L. (2020). Mindfulness-based interventions in education: Trends and implications for practice post-pandemic recovery. Educational Psychology Review, 32(3), 487–512. |
[3, 9]
. This positive environment not only enhances language acquisition but also fosters social-emotional growth among learners.
Mindful communication, where teachers model active listening, empathy, and non-judgmental acceptance, can further enhance the classroom climate. By creating a space where students feel valued and respected, educators can foster a sense of community and belonging that promotes collaboration, creativity, and a shared commitment to learning.
3.4. Improving Self-Regulation
Self-regulation, the ability to manage one's emotions, thoughts, and behaviors, is crucial for academic success and overall well-being. Mindfulness practices have been shown to enhance self-regulation skills in students, enabling them to cope with challenges, persevere through difficulties, and achieve their goals
| [15] | Song, X., & He, X. (2021). Teachers’ dispositions toward mindfulness in EFL/ESL classrooms in teacher-student interpersonal relationships. Frontiers in Psychology, 12, 754998. |
[15]
.
For ESL learners, who may face unique challenges related to language proficiency, cultural adjustment, and academic expectations, developing strong self-regulation skills is particularly important. By integrating mindfulness into the ESL curriculum, educators can empower students to take ownership of their learning, manage their emotions effectively, and build the resilience needed to thrive in their new academic and social environment.
4. Practical Applications of Mindfulness in ESL Teaching
4.1. Mindfulness Techniques for Teachers
Educators can incorporate various mindfulness techniques into their teaching practices to enhance classroom dynamics. Simple exercises such as guided breathing sessions at the beginning or end of class can help center students' attention and reduce stress levels
| [16] | Tan, C. (2021). Restoring social-emotional stability through mindfulness practices in education post-pandemic. Journal of Educational Psychology, 113(5), 789–802. |
[16]
. Additionally, mindful communication-where teachers model active listening and empathy-can create a more inclusive classroom culture.
Mindful Listening: Teachers can practice active listening by fully focusing on what students are saying without interrupting or judging.
Mindful Communication: Teachers can model clear and compassionate communication, expressing themselves with kindness and empathy.
Self-Care Practices: Teachers can prioritize their well-being by engaging in regular mindfulness practices, such as meditation or yoga, to manage stress and prevent burnout.
4.2. Student-Centered Mindfulness Activities
Incorporating student-centered mindfulness activities is essential for fostering engagement. Activities such as mindful journaling, where students reflect on their emotions related to language learning, or group meditative exercises can promote self-awareness and emotional regulation
| [5] | Fayerberger, S., Keren-Kratzman, Y., & Shaharabani-Golan, R. (2023). Teaching mindfulness in the English foreign language classroom: Insights from high school students’ experiences with mindfulness interventions. Journal of Language Teaching Research, 24(3), 123-140. |
[5]
. These activities not only support language development but also encourage students to connect with their peers on a deeper level.
Mindful Breathing: Students can practice deep breathing exercises to calm their minds and bodies, reducing anxiety and improving focus.
Mindful Movement: Students can engage in gentle stretching or yoga poses to release tension and promote physical awareness.
Mindful Art: Students can express their emotions and thoughts through drawing, painting, or other art forms, fostering creativity and self-expression.
Mindful Discussion: Students can participate in group discussions where they practice active listening and non-judgmental communication, building empathy and understanding.
4.3. Integrating Technology
Technology can also be used to support mindfulness practices in the ESL classroom. Apps and online resources offer guided meditations, relaxation exercises, and mindfulness-based games that can be easily integrated into lessons. However, it is important to use technology mindfully, ensuring that it enhances rather than distracts from the learning experience.
Mindfulness Apps: Apps like Calm, Headspace, and Insight Timer offer a variety of guided meditations and mindfulness exercises suitable for ESL learners.
Online Resources: Websites and online platforms provide articles, videos, and interactive activities related to mindfulness and well-being.
Virtual Reality (VR): VR technology can be used to create immersive mindfulness experiences, such as virtual nature walks or guided meditation sessions in calming environments.
5. Challenges and Considerations
5.1. Barriers to Implementation
Despite the benefits of mindfulness practices, several barriers may hinder their implementation in ESL classrooms. Educators may lack training or resources to effectively introduce mindfulness techniques into their curricula
| [1] | Dawson, D., Kearney, D., & McCarthy, M. (2020). Student perceptions of the effectiveness of mindfulness interventions in an Intensive English Program: A qualitative study. Journal of Studies in Learning and Teaching English, 33(2), 471-488. |
[1]
. Additionally, misconceptions about mindfulness-viewing it as merely relaxation rather than an active engagement tool-can limit its adoption.
Lack of Training: Educators may need professional development and training to effectively implement mindfulness practices in the classroom.
Time Constraints: Integrating mindfulness activities into an already packed curriculum can be challenging.
Cultural Differences: Mindfulness practices may need to be adapted to suit the cultural backgrounds and beliefs of ESL learners.
Resistance from Students: Some students may be skeptical or resistant to mindfulness practices, requiring educators to address their concerns and misconceptions.
5.2. Ethical Considerations
When implementing mindfulness practices, it is important to be mindful of ethical considerations. Educators should ensure that mindfulness activities are voluntary and respectful of students' beliefs and values. They should also avoid using mindfulness as a tool for coercion or manipulation and be sensitive to the power dynamics in the classroom.
Informed Consent: Students should be informed about the nature and purpose of mindfulness activities and given the option to participate or not.
Cultural Sensitivity: Mindfulness practices should be adapted to respect the cultural backgrounds and beliefs of ESL learners.
Confidentiality: Students' personal experiences and reflections shared during mindfulness activities should be kept confidential.
Professional Boundaries: Educators should maintain professional boundaries and avoid using mindfulness to address students' personal or psychological issues outside the scope of their expertise.
5.3. Adapting to Diverse Contexts
ESL classrooms are diverse environments with students from various cultural, linguistic, and educational backgrounds. Mindfulness practices should be adapted to meet the specific needs and preferences of these diverse learners.
Cultural Adaptations: Mindfulness activities can be adapted to incorporate culturally relevant themes, music, and imagery.
Linguistic Support: Educators can provide linguistic support by using clear and simple language, providing translations, and encouraging students to use their first language to process their experiences.
Differentiated Instruction: Mindfulness activities can be differentiated to meet the individual needs and learning styles of students with diverse abilities and backgrounds.
5.4. Trauma-Informed Mindfulness
It's crucial to consider trauma-informed approaches when introducing mindfulness, especially given that some students may have experienced trauma. In these cases, practices should be introduced gently, offering options and ensuring a safe, non-triggering environment. It's important to provide clear exit strategies and emphasize that students can modify or stop the practice at any time.
6. Future Directions for Research
There is a growing need for empirical studies examining the long-term effects of mindfulness practices specifically within ESL contexts
| [2] | Ergas, O., & Hadar, L. (2019). The impact of mindfulness-based interventions on students’ well-being: A review of recent research findings. International Journal of Educational Research, 100(1), 101-112. |
| [6] | Galante, J., Dufour, G., & Vainre, M. (2018). Effectiveness of brief mindfulness interventions on mental health: A systematic review and meta-analysis. Psychological Bulletin, 144(12), 1215-1239. |
[2, 6]
. Future research could explore diverse educational settings and populations to better understand how mindfulness can be tailored to meet the needs of various learner demographics.
Longitudinal Studies: Conducting longitudinal studies to examine the long-term effects of mindfulness on ESL learners' academic achievement, emotional well-being, and social integration.
Comparative Studies: Comparing the effectiveness of different mindfulness interventions in ESL classrooms, such as mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT).
Qualitative Studies: Conducting qualitative studies to explore ESL learners' experiences with mindfulness practices and their perceptions of the benefits and challenges.
Mixed-Methods Studies: Combining quantitative and qualitative methods to provide a more comprehensive understanding of the impact of mindfulness on ESL learners.
Neuroscientific Research: Investigating the neural mechanisms underlying the effects of mindfulness on ESL learners' cognitive and emotional processes.
7. Conclusion
Mindfulness practices offer significant benefits for ESL learners by enhancing focus, reducing anxiety, and promoting positive classroom environments. The integration of these practices into language teaching not only supports academic success but also contributes to the emotional well-being of students. ESL educators are encouraged to consider incorporating mindfulness techniques into their teaching strategies as a means to support student engagement and emotional health. As the field of English language teaching continues to evolve, embracing mindfulness as a pedagogical tool presents an opportunity to create more inclusive and supportive learning environments for all students.
The integration of mindfulness into ESL education represents a paradigm shift towards a more holistic and student-centered approach. By prioritizing the emotional and psychological well-being of learners, educators can create a more equitable and supportive learning environment where all students can thrive. As research continues to illuminate the benefits of mindfulness, it is imperative that ESL educators embrace these practices and integrate them into their teaching strategies to support the academic and personal growth of their students.
Abbreviations
EFL | English as a Foreign Language |
ESL | English as a Second Language |
TEFL | Teaching English as a Foreign Language |
FLA | Foreign Language Anxiety |
Author Contributions
Mehrdad Nazarieh is the sole author. The author read and approved the final manuscript.
Conflicts of Interest
The authors declare no conflicts of interest.
References
| [1] |
Dawson, D., Kearney, D., & McCarthy, M. (2020). Student perceptions of the effectiveness of mindfulness interventions in an Intensive English Program: A qualitative study. Journal of Studies in Learning and Teaching English, 33(2), 471-488.
|
| [2] |
Ergas, O., & Hadar, L. (2019). The impact of mindfulness-based interventions on students’ well-being: A review of recent research findings. International Journal of Educational Research, 100(1), 101-112.
|
| [3] |
Ergas, O. (2021). Teaching mindfulness in the English foreign language classroom: Positive effects on student engagement during post-pandemic recovery. European Proceedings of Educational Sciences, 10(1), 40-45.
|
| [4] |
Fallah, N. (2016). The effect of mindfulness meditation on foreign language anxiety among Iranian EFL learners: An experimental study. International Journal of Language Studies, 10(4), 1-20.
|
| [5] |
Fayerberger, S., Keren-Kratzman, Y., & Shaharabani-Golan, R. (2023). Teaching mindfulness in the English foreign language classroom: Insights from high school students’ experiences with mindfulness interventions. Journal of Language Teaching Research, 24(3), 123-140.
|
| [6] |
Galante, J., Dufour, G., & Vainre, M. (2018). Effectiveness of brief mindfulness interventions on mental health: A systematic review and meta-analysis. Psychological Bulletin, 144(12), 1215-1239.
|
| [7] |
Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041-1056.
|
| [8] |
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
|
| [9] |
Laukkonen, T., Ergas O., & Hadar L. (2020). Mindfulness-based interventions in education: Trends and implications for practice post-pandemic recovery. Educational Psychology Review, 32(3), 487–512.
|
| [10] |
McCaw, C. T. (2020). Mindfulness ‘thick ‘and ‘thin’-a critical review of the uses of mindfulness in education. Oxford Review of Education, 46(2), 257-278.
|
| [11] |
MacIntyre, P. D., & Gardner, R. C. (1991). Language Anxiety: Its Relationship to Other Anxieties and Personality Variables. Language Learning, 41(1), 513-534.
|
| [12] |
Mrazek, A. J., Franklin, M. S., Phillips, D. T., & Schooler, J. W. (2013). Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering. Psychological Science, 24(5), 776–781.
|
| [13] |
Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85-101.
|
| [14] |
Önem, E. (2015). The impact of mindfulness on foreign language anxiety among Turkish EFL learners. International Journal of English Language Education, 3(2), 22–33.
|
| [15] |
Song, X., & He, X. (2021). Teachers’ dispositions toward mindfulness in EFL/ESL classrooms in teacher-student interpersonal relationships. Frontiers in Psychology, 12, 754998.
|
| [16] |
Tan, C. (2021). Restoring social-emotional stability through mindfulness practices in education post-pandemic. Journal of Educational Psychology, 113(5), 789–802.
|
| [17] |
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213-225.
|
| [18] |
Zeilhofer, L., & Sasao, Y. (2022). Mindful language learning: The effects of college students’ mindfulness on short-term vocabulary retention. System, 110, 102909.
|
Cite This Article
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APA Style
Nazarieh, M. (2025). Enhancing ESL Learning Through Mindfulness: Strategies for Engagement and Emotional Well-Being. Communication and Linguistics Studies, 11(2), 53-58. https://doi.org/10.11648/j.cls.20251102.12
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Nazarieh, M. Enhancing ESL Learning Through Mindfulness: Strategies for Engagement and Emotional Well-Being. Commun. Linguist. Stud. 2025, 11(2), 53-58. doi: 10.11648/j.cls.20251102.12
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Nazarieh M. Enhancing ESL Learning Through Mindfulness: Strategies for Engagement and Emotional Well-Being. Commun Linguist Stud. 2025;11(2):53-58. doi: 10.11648/j.cls.20251102.12
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@article{10.11648/j.cls.20251102.12,
author = {Mehrdad Nazarieh},
title = {Enhancing ESL Learning Through Mindfulness: Strategies for Engagement and Emotional Well-Being
},
journal = {Communication and Linguistics Studies},
volume = {11},
number = {2},
pages = {53-58},
doi = {10.11648/j.cls.20251102.12},
url = {https://doi.org/10.11648/j.cls.20251102.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20251102.12},
abstract = {This study explores the integration of mindfulness practices in the English as a Second Language (ESL) classroom, highlighting their potential to enhance learner engagement and emotional well-being. It begins with an introduction to mindfulness in education, emphasizing its relevance in addressing the unique challenges faced by ESL learners, such as anxiety and cultural adjustment. The theoretical framework connects mindfulness to emotional health and learning theories, particularly Krashen's Affective Filter Hypothesis, which underscores the impact of emotional factors on language acquisition. The benefits of mindfulness are discussed, including improved focus, reduced anxiety, and the promotion of positive learning environments. Practical applications for teachers and student-centered activities have been proposed to foster engagement and emotional regulation. Additionally, the paper examines how mindfulness supports the development of self-regulation and resilience, enabling learners to better manage stress and persist through academic and cultural challenges. Barriers to implementation, such as lack of training, time constraints, and cultural considerations, are also addressed, with recommendations for adapting practices to diverse classroom contexts. The study suggests future research directions to examine the long-term effects of mindfulness in ESL settings. Ultimately, it advocates that ESL educators incorporate mindfulness techniques to support both academic success and the emotional well-being of students, creating more inclusive, supportive, and effective learning environments.
},
year = {2025}
}
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TY - JOUR
T1 - Enhancing ESL Learning Through Mindfulness: Strategies for Engagement and Emotional Well-Being
AU - Mehrdad Nazarieh
Y1 - 2025/06/23
PY - 2025
N1 - https://doi.org/10.11648/j.cls.20251102.12
DO - 10.11648/j.cls.20251102.12
T2 - Communication and Linguistics Studies
JF - Communication and Linguistics Studies
JO - Communication and Linguistics Studies
SP - 53
EP - 58
PB - Science Publishing Group
SN - 2380-2529
UR - https://doi.org/10.11648/j.cls.20251102.12
AB - This study explores the integration of mindfulness practices in the English as a Second Language (ESL) classroom, highlighting their potential to enhance learner engagement and emotional well-being. It begins with an introduction to mindfulness in education, emphasizing its relevance in addressing the unique challenges faced by ESL learners, such as anxiety and cultural adjustment. The theoretical framework connects mindfulness to emotional health and learning theories, particularly Krashen's Affective Filter Hypothesis, which underscores the impact of emotional factors on language acquisition. The benefits of mindfulness are discussed, including improved focus, reduced anxiety, and the promotion of positive learning environments. Practical applications for teachers and student-centered activities have been proposed to foster engagement and emotional regulation. Additionally, the paper examines how mindfulness supports the development of self-regulation and resilience, enabling learners to better manage stress and persist through academic and cultural challenges. Barriers to implementation, such as lack of training, time constraints, and cultural considerations, are also addressed, with recommendations for adapting practices to diverse classroom contexts. The study suggests future research directions to examine the long-term effects of mindfulness in ESL settings. Ultimately, it advocates that ESL educators incorporate mindfulness techniques to support both academic success and the emotional well-being of students, creating more inclusive, supportive, and effective learning environments.
VL - 11
IS - 2
ER -
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