Exploring Bangladeshi EFL Learners’ Mindfulness and Engagement in Online Learning Context

AbstractThe study investigates the relationship between Bangladeshi English as a Foreign Language(EFL) learners’ mindfulness and their engagement in online learning context due to Covid-19. Langer Mindfulness Scale (LMS) and Online Student Engagement Scale (OSES) were employed to gather data from 215 male and female Bangladeshi university students on a voluntary basis. Descriptive and regression analyses revealed that there was no significant relationship between mindfulness and online student engagement. Thematic analysis of respondents’ interview data collected through open-ended questions revealed that more than 80% of Bangladeshi EFL students preferred in-person classes due to unreliable internet connection, stress, anxiety, and lack of interaction with teachers and peers. The study suggests that policy makers should prioritize promoting internet access and reliability to facilitate effective online classes, which could alleviate stress and anxiety among students and provide a platform for learning-friendly interactions between students and teachers.