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

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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. Mindfulness mindfulness-based intervention foreign language speaking anxiety English as a foreign language second language acquisition Figures Figure 1 Figure 2 Figure 3 Introduction Research has shown that foreign language anxiety (FLA), and more specifically, foreign language speaking anxiety (FLSA), have been described as significant barriers to effective communication and learning, and often leading to decreased confidence, performance, and willingness to communicate among learners ( 1 – 4 ). Despite decades of research on FLSA, interventions addressing its underlying reasons remain scarce. Most approaches focus on alleviating symptoms rather than promoting long-term emotional resilience. Given the importance of affective factors in the language learning process, recent practices such as social emotional learning and positive psychology with an emphasis on well-being and emotional regulation, offer a promising framework for addressing language anxiety holistically. As one of the branches of these practices, mindfulness, rooted in ancient Buddhist traditions, has evolved into a widely recognized secular practice supported by scientific evidence across various settings, including schools. In the last several years, mindfulness has gained attention as an evidence-based practice for improving emotional control ( 5 , 6 ), reducing anxiety ( 7 , 8 ), and increasing attention ( 9 , 10 ). Mindfulness fosters greater attentiveness ( 11 ), empathy ( 12 ), and openness to new experiences ( 13 ), all of which are essential for successful language acquisition. Besides, mindfulness practices have the potential to enhance other aspects of language learning, such as listening comprehension ( 14 ), reading comprehension ( 15 ), and intercultural communication ( 16 ). By promoting a growth mindset, mindfulness might assist learners to embrace challenges and view mistakes as opportunities for learning rather than as failures. Literature review Mindfulness in education Mindfulness, secularly conceptualized since the 1970s, is broadly defined as “moment-to-moment, non-judgmental awareness, cultivated by paying attention in a specific way, that is, in the present moment, and as non-reactively, as non-judgmentally, and as openheartedly as possible” ( 17 ). Increasingly adopted in educational settings, mindfulness-based practices aim to enhance learners’ emotional regulation, attention, and self-awareness. The notion of “mindful learning” by Langer ( 18 ) emphasizes teaching methods that promote flexibility and relevance, encouraging students to engage with the content based on personal needs and perspectives ( 19 ). Empirical research has demonstrated the potential of mindfulness to improve both academic functioning and socio-emotional well-being. Parker and Kupersmidt ( 20 ) examined two universal school programs and noted their effectiveness in embedding mindfulness into daily routines, supporting attention control and emotional balance. In primary education, Ojell et al. ( 9 ) reported increased student engagement and improved self-regulation during mathematical tasks following mindfulness exercises. Mindfulness has also been associated with greater adaptability and resilience in academic contexts. Bordbar et al. ( 21 ) found a positive link between mindfulness and academic achievement via enhanced adaptability while Mahama et al. ( 22 ) identified mindfulness as a predictor of academic resilience among high school students. In higher education, Nie et al. ( 5 ) demonstrated that a mindfulness-based social emotional learning program improved emotional awareness, interpersonal communication, and social adaptation. Similarly, Rebecchi et al. ( 23 ) found that responsibility-oriented digital mindfulness sessions enhanced middle school students’ sense of responsibility and convergent creative thinking, highlighting the value of ethically framed mindfulness practices for social-emotional and cognitive development. Despite these benefits, Hyland ( 24 ) warned against the reduction of mindfulness to a depersonalized product missing its ethical and spiritual depth (“McMindfulness”). Also, Lee, Gerard, and Takaishi ( 25 ) pointed to structural barriers such as low engagement and administrative-student disconnects that can limit program effectiveness. To address these challenges, mindfulness must be grounded in its ethical roots and adapted to the varied needs of both students and educators. Mindfulness and foreign language education In recent years, researchers and practitioners have held a more holistic approach to language learning, and in this vein, interdisciplinary studies have gained importance. In second language acquisition (SLA) literature, for instance, it is quite common to find studies originating from psychology as a natural result of educational psychology research. The introduction starting like “Languages are both taught and learned by people—human beings with hopes and fears, strengths and limitations, goals and frustrations” in MacIntyre, Gregersen, and Mercer’s ( 26 ) article could be one of the best explanations about the place of psychology in SLA. In a systematic review on mindfulness studies in second/foreign language learning contexts, Koçali and Asik ( 27 ) found a high increase in the number of studies in language learning settings, particularly after 2017. According to the findings obtained from studies conducted in different contexts, it was found that the variables most commonly studied were FLA and language performance in relation to mindfulness practices ( 27 ). In addition to FLA ( 20 , 28 – 30 ), and language performance ( 30 – 34 ), self-efficacy ( 29 , 31 , 35 , 36 ) and stress ( 10 , 37 ) are other variables investigated regarding mindfulness and L2 education. Recent studies across diverse contexts have highlighted the positive impact of mindfulness on several psychological and cognitive factors crucial to second language learning. A consistent finding across studies is the inverse relationship between mindfulness and FLA, with learners reporting reduced anxiety levels as mindfulness increases ( 28 , 29 , 38 ). Mindfulness also decreases classroom boredom, promoting engagement and creativity by encouraging present-moment awareness and curiosity ( 39 ). In high-pressure academic environments, it serves as a buffer against burnout ( 40 ) and disengagement ( 11 ), supporting sustained engagement and emotional resilience. Moreover, mindfulness supports the development of grit by helping learners persist through challenges with greater emotional regulation and focus ( 41 ). On a cognitive level, it improves attention and memory—critical for vocabulary retention and mastering complex language structures (42, 43). Mindfulness has also been associated with increased motivation, both directly and through enhanced self-fulfillment ( 44 ). In addition to these, higher mindfulness level was associated with better L2 resilience and academic hope ( 45 ). Finally, mindfulness is found to promote learner autonomy by fostering self-reflection and regulation, allowing students to take more control over their learning strategies and progress ( 46 , 47 ). Taken together, these findings highlight mindfulness as a multifaceted resource that not only decreases anxiety but also fosters learners’ cognitive skills, emotional resilience and ability for self-directed L2 learning. Foreign language speaking anxiety Foreign language anxiety can affect various tasks such as reading and writing ( 28 ), but speaking is widely recognized as the most anxiety-inducing skill in L2 contexts ( 48 ). Speaking is especially seen challenging due to its spontaneous nature leaving very little time to prepare or self-correct ( 49 ). In a factor analysis study, Mak ( 50 ) identified five main sources of speaking anxiety among students: fear of negative evaluation, discomfort with native speakers, negative classroom perceptions, low self-evaluation, and fear of failure. Various other factors also play a role in FLSA, generally falling into three categories: personal, classroom-related, and sociolinguistic factors. Personal contributors include fear of negative evaluation ( 51 , 52 ), low self-confidence ( 53 ), and perfectionism, particularly around grammar and pronunciation ( 54 ). Classroom practices such as teacher-centered instruction, oral testing, and critical feedback often intensify speaking anxiety ( 4 , 55 ). Moreover, teacher behavior plays a pivotal role—supportive interaction reduces anxiety, while rigid or judgmental attitudes exacerbate it ( 56 ). In addition to classroom-related factors, cultural norms shape anxiety levels; learners from collectivist backgrounds may feel greater pressure to avoid public mistakes ( 57 ). Interestingly, the relationship between proficiency and anxiety is not linear—both low and high-level learners can experience FLSA due to either lack of competence or increased expectations ( 3 , 58 ). Addressing FLSA requires fostering inclusive classrooms, offering positive reinforcement, and gradually increasing speaking demands. Group work, peer collaboration, and error-tolerant environments might be helpful in creating a more supportive learning environment ( 52 , 57 , 59 ). Mindfulness and foreign language speaking anxiety Although research on the role of mindfulness in reducing FLSA is still emerging, early findings are promising. Mindfulness-based interventions (MBIs) have been shown to alleviate emotional distress associated with speaking tasks. For instance, Öz ( 60 ) implemented a six-week mindfulness meditation program with Turkish EFL learners, resulting in significantly reduced speaking anxiety and increased willingness to communicate. Similarly, Ersanlı and Ünal ( 61 ) reported improvements in mindfulness awareness and reduced anxiety levels following the mindfulness training. The effectiveness of mindfulness appears to stem from its impact on emotional regulation, attention control, and self-awareness—factors closely tied to FLSA. Castañeda Aguirre, et al. ( 62 ) found that mindfulness practices enhanced fluency and confidence in Colombian learners by reducing anxiety during oral activities. More recently, Khatami et al. ( 63 ) provided strong longitudinal evidence from Bangladeshi undergraduates, showing that higher mindfulness levels in one month significantly predicted lower speaking anxiety in the following month. Their Bayesian cross-lagged analysis revealed that the negative relationship between mindfulness and FLSA strengthened over time, highlighting mindfulness as a predictive factor rather than a mere correlation. These findings suggest that cultivating mindfulness may offer a sustainable pathway for reducing anxiety and enhancing communicative confidence in EFL contexts. Despite these encouraging findings, the number of empirical studies on mindfulness and FLSA remains limited. This gap underscores the need for further research examining the long-term effects and underlying mechanisms of mindfulness in diverse EFL contexts. The present study This study is significant in both theoretical and practical terms as it addresses key gaps in SLA and mindfulness research. Traditional SLA approaches (e.g., information processing theory, audiolingual method, contrastive analysis) have prioritized cognitive and linguistic dimensions while often overlooking emotional and psychological factors that critically affect learner engagement and success. Lei ( 64 ) emphasizes the foundational role of affect and humanistic approaches in learning, highlighting the need to support learners' emotional well-being. Given that FLSA is a widely documented barrier to language acquisition ( 51 , 65 ), this study responds to the limited availability of practical strategies by integrating mindfulness—an approach proven to reduce stress, regulate emotions, and improve focus ( 5 , 7 , 66 ). It also aligns with affective strategies like relaxation and emotional regulation, which have shown success in reducing anxiety and boosting learner confidence ( 67 , 68 ). Despite promising international and national findings ( 28 , 61 ), mindfulness remains underutilized in L2 pedagogy. This study aims to bridge that gap by designing context-specific mindfulness-integrated materials tailored to EFL learners. The present study first aims to design, implement, and evaluate the MBI-FLC program tailored to the needs of EFL learners. The study seeks to explore the potential effects of this program on students’ FLSA at a state university context in Central Anatolia. Based on the purpose of the study, two research questions were formulated as follows: How do EFL students describe the influence of their mindfulness practices on their experiences of FLSA, including its manifestations, coping mechanisms, and overall impact on language learning? What are the perceptions and reflections of EFL students on integrating the MBI-FLC program? Method Research design This study employs a mixed method sequential explanatory design. In this type of research, the researcher initially gathers and examines the quantitative data. The qualitative data reviewed second in the sequence, clarify or expand on the quantitative conclusions of the first phase. The study's intermediate stage connects the two parts, with the second, qualitative phase expanding on the first, quantitative phase. ( 69 ). This strategy is supported by the fact that although the quantitative data provides a general grasp of the study topic, the qualitative data expands on this understanding by offering in-depth interpretations of the statistical findings from the viewpoints of the participants ( 70 ). For this study, the mixed method sequential explanatory design was selected to ensure that each method complements the other, enhancing the credibility of the findings. Research context and sampling The universe of the study consists of students from a School of Foreign Languages of a state university in Central Anatolia, Türkiye. This type of school mainly offers English preparatory programs for departments with English as medium of instruction. In the relevant academic year, 52 students were registered in the English preparatory program. However, the number of actively participating students was 38. At the beginning of the semester, the students were assigned to two classes randomly regardless of their language proficiency level because of the small number of students. Besides, the first midterm exam (about seven weeks after the beginning of the fall semester) demonstrated that the classes were homogenous in terms of language proficiency level. The participants of the study are selected through non-probability sample types (purposive and convenience sampling). The group was formed based on voluntary participation when the universities decided to switch to online education due to the massive earthquake which hit Türkiye on February 6. Together with the unique and specific conditions in the current study, similar studies practicing MBI with a small group of students have also been observed in the literature ( 9 , 62 , 71 ). In conclusion, 15 students (12 females, 3 males) accepted to participate in the study, and their age ranged between 17–21 with an average of 19. The participants completed all eight sessions. For emergent or unplanned situations preventing the participants from joining the sessions, all sessions were recorded and shared on the learning management system. Although most of the activities were done synchronously together with the group, few students completed the activities by watching the recordings later. Research intervention: MBI-FLC program For the present study, the mindfulness-based intervention program for foreign language classes (MBI-FLC) was designed as an eight-week intervention, with each session lasting between 45 to 60 minutes. Notably, widely recognized programs such as Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT), also span eight weeks but typically involve longer sessions, averaging around 120 minutes. While the eight-week format is prevalent, variations exist. Some studies have explored abbreviated versions of MBIs. For example, the quasi-experimental pilot study comparing the efficacy of eight-session and four-session MBI programs in a non-clinical population suggested that both formats improved mindfulness and psychological well-being, though the eight-session program yielded more substantial benefits ( 72 ). In the present study, the duration of the sessions was deliberately kept shorter for several reasons. Firstly, the participants' age and associated attention span were taken into account, as adolescents are known to have a shorter attention span compared to adults. Research indicates that adolescents' attention spans are generally shorter than those of adults, with developmental experts suggesting that a 14-year-old typically has an attention span ranging from 28 to 42 minutes, while a 16-year-old's attention span extends from 32 to 48 minutes ( 73 ). Secondly, the session length was adjusted to align with standard school class periods (typically 45 minutes), a timeframe with which students are already familiar. Finally, meta-analytical studies suggest no significant relationship between intervention duration and effect size ( 74 ). In other words, there is no practical difference in effectiveness between an intensive MBSR program with weekly sessions totaling 2.5 hours and a more condensed program. Therefore, this intervention was designed to be shorter and more concise, similar to the approach adopted in Güldal’s ( 75 ) study, to enhance feasibility within a school setting and appropriateness for the targeted age group. The MBI-FLC program was developed and implemented by the researchers. The implementation of the intervention by a trained teacher rather than an outside facilitator might enhance the feasibility and sustainability of the practices ( 76 ). In addition to being a full-time English teacher for six years, the first author has done a 12-hour basic mindfulness course, an 8-week mindfulness course, and a 120-hour mindfulness training in the last two years. In addition to these educational programs, she completed a 200-hour mindfulness teacher training course at an international institution accredited by the International Mindfulness Teachers Association, qualifying her to teach mindfulness to others. The second author, a certified yoga instructor, contributed to the development of the program and led the mindful movement session in week 4. MBI-FLC is an adapted program inspired by various resources such as MBSR and MBCT by considering the dynamics of foreign language education. In other words, both formal (e.g., meditation, mindful breathing) / informal (e.g., brushing your teeth mindfully) mindfulness practices and mindfulness-integrated L2 activities were included in the program. For the relevant program, the researchers blended their pedagogical knowledge about teaching English as a foreign language, the content knowledge, and the insights gained from the various training they had taken. In line with these principles, the materials developed for MBI-FLC, integrate both cognitive and affective domains by engaging learners in activities that promote critical thinking, self-reflection, and emotional connection to language learning. Moreover, the materials incorporated authentic resources rather than pre-designed pedagogical texts. For instance, online videos not originally created for language teaching were selected to provide rich, natural input. Additionally, texts from reliable native sources were adapted by integrating comprehension activities to enhance engagement and understanding. These strategies ensured exposure to meaningful, real-world language while fostering awareness and deeper cognitive processing. The weekly schedule of the MBI-FLC program is presented as both a visual figure (see Fig. 1 ) for an overview and a detailed table (see Supplementary Material 1) for specific information. Instruments Comprehensive inventory of mindfulness experiences-adolescents In order to measure mindfulness, the Comprehensive Inventory of Mindfulness Experiences-Adolescents (CHIME-A) ( 77 ) was employed. There is no consensus about the conceptualisation of mindfulness, that is, some scales are based on a narrow conceptualisation of mindfulness while others supply a broader semantic coverage of the construct ( 78 ). The Comprehensive Inventory of Mindfulness Experiences (CHIME) scale was developed in an attempt to provide a comprehensive scale for mindfulness ( 78 ). The scale was adapted for adolescents by Johnson et al. ( 77 ) and contains 25 items spread over eight mindfulness facets which are awareness of internal and external experiences, acting with awareness, nonjudgmental acceptance, decentering and nonreactivity, openness to experience, the relativity of thoughts, and insightful understanding. The measure is designed as a 5-point Likert scale, with higher scores indicating greater levels of mindfulness. The scale's last section consists of eight reverse-coded elements. A notable strength of the CHIME-A lies in its eight-factor model, which offers a nuanced framework for identifying the specific dimensions of mindfulness enhanced through MBIs. This is especially significant in light of the growing body of research on mindfulness and its interplay with neurodevelopment ( 79 ). The CHIME-A has been correlated with the CAMM (Child and Adolescent Mindfulness Measure), bolstering its construct validity ( 77 ). In this study, the Turkish version of the scale was used to avoid any misunderstanding and comprehension problems. Foreign language speaking anxiety questionnaire For the second investigated construct in the study, an adapted version of Foreign Language Classroom Anxiety Scale (FLCAS) ( 51 ) was utilised. Foreign language speaking anxiety questionnaire (FLSAQ) was designed by selecting 18 items from the 33 items of FLCAS. Saltan (2003) made use of this 18-item scale in her study, and revealed the instruments’ direct relation to foreign language speaking anxiety. The scale was found to be reliable across various studies. Öztürk and Gürbüz ( 80 , 81 ) used the FLSAQ in their studies and found Cronbach’s alpha coefficient as .91, suggesting high reliability. In this study, the Turkish version of foreign language speaking anxiety questionnaire was employed to prevent any misinterpretation of the items by the participants. Interview questions, learner journals and reflection reports For the qualitative part of the study, semi-structured interviews, learner journals and reflection reports during/after the sessions were employed. The interviews were carried out both before and after the mindfulness intervention to explore students’ level of mindfulness and FLSA and their reflections about the intervention program. The interview questions were developed by the researchers based on the relevant literature and the concepts investigated through the scales. Some adaptations were carried out based on the feedback collected from one ELT professor and one English instructor in terms of comprehensibility and language. After this stage, the interview questions were piloted with a small group of students who were not the actual participants. Some minor adaptations were implemented after the piloting and the final version of the semi-structured interview questions was attained. During the MBI-FLC program, students were required to complete two learner journals based on the topic studied in the relevant week. The two journals were assigned as homework to encourage students to reflect on what they learned and practice mindfulness outside the class as well. In addition to the journals, the students’ reflection reports during/after the sessions were also used as data and analysed. Data collection procedure Before data collection, the purpose of the study and data collection procedures were explained to the students. Next, a consent form was provided to the students to ensure that their participation was voluntary. After gathering the consent forms, data collection instruments were employed in the order shown in Fig. 2 . Data analysis In order to analyse the quantitative data gathered through CHIME-A and FLSAQ, several steps were employed with an aim to answer the research questions First, the reverse-items in CHIME-A (items between 18–25) were re-coded before starting the analyses. Next, Spearman’s rank correlation test, a non-parametric test involving ranking data and applying a modified Pearson’s formula to these ranks ( 82 ), was utilized to determine the strength and direction of relationships between mindfulness levels and FLSA scores. To ensure the internal consistency of the instruments used in the study, Cronbach’s alpha coefficients were calculated for each instrument at three data collection points: pre-test, post-test, and 6-month follow-up. The CHIME-A subscales demonstrated acceptable to good reliability across all phases, with alpha values ranging from .71 to .82 at pre-test, .72 to .86 at post-test, and .72 to .89 at follow-up. Moreover, the FLSAQ exhibited excellent internal consistency, with Cronbach’s alpha values of .90 (pre-test), .91 (post-test), and .93 (follow-up). These findings demonstrate that the instruments consistently yielded reliable data across all phases of the study, thereby strengthening the validity of the overall results. For the qualitative part of the study, the interviews were audio-recorded and transcribed verbatim, and the transcribed data underwent a systematic process of qualitative content analysis. Open coding was used initially to label significant phrases with specific codes. This phase allowed for an inductive approach, where codes emerged from the data itself, which is particularly effective when exploring less understood phenomena ( 83 , 84 ). The codes were then grouped into categories based on shared meanings, creating a structured framework for the data. This iterative process ensured that categories accurately reflected the underlying data patterns while maintaining their inductive origins ( 84 ). Constant comparison techniques ensured that the emerging themes were robust and reflected the data comprehensively. Learner journals and reflection reports were also analyzed using a similar inductive content analysis process, allowing recurring patterns to emerge from the data systematically. This approach helped ensure that the findings remained closely aligned with participants' expressed experiences and reflections. Furthermore, inter-rater reliability was calculated by having another rater code a subset of the data to enhance the reliability of the coding process. Following the independent coding, the two coders compared their results. A discussion was held to resolve any discrepancies and reach consensus on the final set of themes and codes. After identifying the number of agreements and disagreements between the coders, inter-rater reliability was calculated using the formula provided by Huberman and Miles ( 85 ): [reliability = number of agreements / number of agreements + disagreements]. Based on this calculation, the inter-rater reliability was determined to be 0.86, which can be named as the "almost perfect agreement" range according to Landis and Koch ( 86 ). This high level of agreement suggests that the coding scheme was reliable and that the themes were consistently applied by both coders. Results The influence of mindfulness practices on the experiences of FLSA, including its manifestations, coping mechanisms, and overall impact on language learning In order to examine any possible relationship between mindfulness and FLSA, the Spearmen correlation test was run both before and after the intervention. The findings are displayed in Table 1 . Table 1 Correlations between mindfulness facets and FLSA at three time points Pretest Posttest 6-Month FLSA 1,000 1,000 1,000 Awareness of internal experiences –.048 –.188 –.258 Awareness of external experiences –.365 –.555* –.412 Acting with awareness –.548* –.430 –.278 Accepting and nonjudgmental orientation –.419 –.559* –.309 Decentering and nonreactivity –.021 –.237 –.326 Openness to experience –.145 –.237 –.316 Relativity of thoughts .411 .710** –.099 Insightful understanding .483 .198 –.128 Note. Spearman correlation coefficients are reported. *p < .05. **p < .01. The results indicate that certain dimensions of mindfulness are negatively correlated with FLSA, particularly after the intervention. At pretest, only 'Acting with awareness' showed a significant negative correlation with FLSA (r = –.548, p < .05) highlighting the importance of present-moment focus and conscious action in managing anxiety related to foreign language speaking. Following the intervention, 'Awareness of external experiences' (r = –.555, p < .05), 'Accepting and nonjudgmental orientation' (r = –.559, p < .05), and 'Relativity of thoughts' (r = .710, p < .01) showed significant correlations with FLSA. These findings suggest that increased awareness of external stimuli and a nonjudgmental attitude towards experiences were associated with lower FLSA. This indicates that the intervention may have helped students to better observe their surroundings and accept their language learning experiences without harsh self-judgment, leading to reduced anxiety. Interestingly, a significant positive correlation was observed between FLSA and "relativity of thoughts" (𝑟=0.710, 𝑝=0.003). This could indicate that while understanding that thoughts are not absolute might help in some contexts, it could also lead to increased self-doubt or over-analysis in the context of foreign language speaking anxiety. However, at the 6-month follow-up, no correlations were statistically significant. This finding suggests that the mindfulness intervention may have had a short-term effect on reducing speaking anxiety through specific mindfulness dimensions, though these effects did not sustain over time. During the intervention program, the students completed several reflection reports both during and after the sessions. After the document analysis procedure, these reports yielded important implications. For instance, during Week 4’s body scan and mindful movement practice, one student reported, “ My body scan experience was pleasant. I only felt a bit of pain in my lower back, but other than that, I especially felt a sense of relief in my shoulders ” (S7), suggesting that such exercises can help learners notice the physical sensations so that they would know how to respond to these signals rather than ignore or overreact to them. In Week 5, feeding the thoughts activity enabled students to recognize thought patterns and choose which one to feed or let go of. As one participant expressed, “I choose to ignore my fear of failing and focus on believing in my success… Realizing my own weaknesses and planning my path accordingly makes me feel both happy and relieved ” (S10). This demonstrates how mindfulness-based reflection can promote emotional resilience and goal-directed self-regulation. Similarly, in Week 6, the simple act of gratitude journaling appeared to nurture positive affect and presence, with one student noting, “It’s starting to feel like keeping a journal—and I realized that even if it’s just once a day, I can feel happy” (S15). This exercise seems to show how even the negatively-oriented minds can be trained to notice the beauties in life as well. Finally, Week 7’s loving-kindness meditation brought attention to the often-overlooked need for self-kindness, as seen in S4’s reflection: “ While doing this practice, I realized that I haven’t been showing myself any tolerance. I mean, I can comfort others in the kindest way, but when it comes to myself, I’ve been really harsh without even realizing it. Becoming aware of this helped me relax and feel more at ease .” All in all, these reports illustrate the multifaceted benefits of mindfulness activities in fostering both awareness and acceptance—physically, emotionally, and cognitively. Following the 8-week MBI-FLC program, the interview cycle was repeated and the students shared their ideas about the program and how it might foster foreign language learning and alleviate foreign language speaking anxiety. One-third of the students (n = 5) stated that the exercises and activities they did during the program helped them deal with the speaking anxiety they experienced. S2: “Well, I think it would definitely help because mindfulness seems to have such a relaxing effect. That's how I feel right now. I think it would also be beneficial for English because it reduces anxiety. S9: “I can make myself relax with mindful breathing when I experience speaking anxiety.” Apart from direct references to the relationship between mindfulness and FLSA, students highlighted some other important points related to foreign language learning. The themes emerged from the students’ remarks are provided below: Developing self-confidence S15: “Of course, mindfulness changed my attitude towards anxiety a bit. I think I can do something, but there was never such a thought before. I was directly saying, "I can't do it." The language of the program S11: “We participated in this program as a class. You know, we inevitably speak English there too. Of course, this helps because we are exposed to English more. But if this program was not in English, I personally do not think it would contribute that much.” Including more specific activities regarding FLSA S8: “Well, it might help... I think it might be helpful if we work directly on speaking anxiety.” Helpful for attention S5: “I only tried mindful breathing practice a few times when I was angry. And I saw the effect, I mean it relaxes, doing it that way, trying to focus on something. I was challenged while doing it because of attention deficiency. But I think of it as something that could be good for attention deficiency.” Finally, three students could not articulate decisive remarks about mindfulness and FLSA together. In other words, they did not state that mindfulness was completely unhelpful regarding FLSA; rather, they referred to some factors that they thought to be useful, such as allocating more time. S6: “I don't think that mindfulness could help ease the speaking anxiety…So, thinking from myself... I don't know. I think it won’t help. Or we need to focus more on this. Not eight weeks like this, but more. We need to incorporate it into our lives thoroughly.” S5: “Speaking in a foreign language……so I won't be able to say yes to that. The activities we did, didn’t help me with my anxiety about speaking a foreign language, or I don't know if they did.” The findings from the study indicate a nuanced relationship between mindfulness practices and foreign language speaking anxiety among EFL students. The data obtained from the quantitative measures provided important implications by addressing specific dimensions. However, these were limited and needed to be complemented by extensive data which were qualitative data through semi-structured interviews, reflection reports and learner journals in the present study. The data showed that the intervention program supported students in various terms, not only in terms of FLSA. Sense of awareness, self-regulation, and better attention are from the highlighted themes in the qualitative part of the study. The perceptions and reflections of EFL students on integrating the MBI-FLC This part presents the findings from the analysis of EFL students' perceptions and reflections on integrating the MBI-FLC program. The data were gathered through semi-structured interviews and the final week reflection task. The analysis aims to explore the students' experiences, the impact of mindfulness practices on their language learning and speaking anxiety, and their overall perception of the program. The emergent themes and codes provide a comprehensive understanding of how mindfulness practices were perceived and their influence on students' FLSA and mindfulness. Figure 3 presents the emerging themes with frequencies. (see Supplementary Material 2 for examples supporting the themes) The integration of the MBI-FLC program has yielded significant insights into the perceptions and reflections of EFL students. The findings provide a nuanced understanding of how the program influenced students' mindfulness, stress levels, and foreign language speaking anxiety. Several key themes emerged from the data, each highlighting different aspects of the students' experiences and the impact of the program. The most prominent theme was the continued practice of mindfulness activities, with many students expressing their intention to maintain these practices beyond the program. This indicates a lasting positive impact, suggesting that the mindfulness exercises introduced during the program were not only beneficial but also practical and engaging enough for students to incorporate into their daily lives. The theme of liked activities revealed that students particularly enjoyed specific mindfulness exercises such as mindful breathing and mindful eating. These activities were frequently mentioned as favorites, indicating their effectiveness in engaging students and potentially contributing to stress reduction and increased awareness. Increased awareness was another significant theme, with students reporting a heightened sense of mindfulness and awareness of their thoughts, feelings, and surroundings. This enhanced self-awareness is a critical component of mindfulness practice and underscores the program's success in fostering this attribute among participants. Stress reduction was another important outcome, with several students noting a decrease in their stress levels, particularly in relation to speaking English. This anxiety reduction is a crucial benefit of mindfulness practices, suggesting that the MBI-FLC program effectively addressed one of the main challenges faced by EFL students. However, not all feedback was entirely positive. The negative/neutral perception theme highlighted some challenges and mixed reactions to certain activities. Some students did not find specific exercises, like mindful eating or mindful breathing, particularly impactful or suitable for their personal preferences and lifestyles. Additionally, logistical issues, such as not attending classes on time, also contributed to some students' neutral or negative perceptions. Overall, the findings indicate that the MBI-FLC program was well-received and had a positive impact on the students' mindfulness and stress levels. The willingness of students to continue mindfulness practices beyond the program highlights the practical value and relevance of these exercises. However, the mixed reactions to certain activities suggest that future implementations of the program could benefit from more personalized and flexible approaches to better serve individual preferences and needs. Discussion The impact of mindfulness on FLSA The study aimed to examine how mindfulness practices influence EFL students’ experiences of FLSA, including its manifestations, coping mechanisms, and broader impacts on language learning. The findings revealed a slightly different interaction between specific mindfulness facets and FLSA, suggesting that mindfulness interventions could be beneficial, though their long-term effectiveness may require sustained practice. Immediate impact: Post-intervention The correlation analysis after the intervention highlighted the effects of three mindfulness facets; two of them (awareness of external experiences and accepting and nonjudgmental orientation) showing a negative relationship while the other facet (relativity of thoughts) displays a positive relationship with FLSA. All these relations were found to vanish in the analysis employed 6-months after the intervention. In addition to the findings gathered from the statistical data, interviews, student journals and reflection reports provided important findings such as increased awareness (in terms of sensations, thoughts and emotions), better attention, fostering self-regulation, self-confidence and self-compassion. The findings of the present study comply with Mizera et al.’s ( 87 ) review study investigating the relationship between mindfulness facets and anxiety and suggests that the findings are nuanced and at times inconsistent. Across the studies, certain facets of mindfulness (observe, describe, act with awareness, nonjudgment, and nonreactivity), showed stronger associations with anxiety reduction following MBIs. Based on the literature, no obvious correlation was found; nonetheless, these findings suggest that the aspect of nonjudgment may be more strongly associated with a reduction in anxiety ( 87 ). As a specific type of anxiety, FLA has been widely recognized as a significant barrier to language learning, impacting students’ ability to acquire and use a second language effectively. MBIs have emerged as a promising tool to address these challenges. The finding that some mindfulness facets negatively correlates with FLSA and students’ positive remarks about coping with it aligns with Mortimore’s ( 30 ) study suggesting that mindfulness techniques helped reduce FLA by increasing students’ attentional control and emotional awareness. Similarly, Shen ( 88 ) demonstrated that mindfulness and resilience significantly predicted lower anxiety levels among Chinese EFL learners, highlighting the role of mindfulness in fostering emotional stability and cognitive focus. Furthermore, increased levels of mindfulness was associated with higher perceived foreign language competence and with lower levels of anxiety and burnout ( 89 ). FLSA, a subset of FLA, poses additional challenges as it is specifically tied to oral communication tasks. A recent review investigating the effect of mindfulness in EFL contexts suggests that mindfulness can play a significant role in augmenting willingness to communicate in English and reducing speaking anxiety ( 90 ). The two studies from similar settings yielded similar findings, participants reporting feeling more confident and willing to communicate in the target language ( 60 , 61 ). Charoensukmangol ( 28 ) reported that students with higher mindfulness level tend to be less anxious during oral presentations, specifically state mindfulness having a stronger predictor on FLSA compared to trait mindfulness. Similarly, Kuit ( 91 ) highlighted that mindfulness training enhanced self-efficacy, a critical factor in reducing speaking anxiety. By increasing students’ belief in their ability to perform well, mindfulness might be helpful in decreasing the physiological and psychological symptoms of anxiety during speaking activities. Additionally, mindfulness practices helped students reduce FLSA, develop resilience, enabling them to recover quickly from errors or setbacks during oral communication ( 60 , 62 ). The positive relationship between relativity of thoughts and FLSA, and weak relationship in other mindfulness facets can be mirrored in Morgan and Katz's ( 92 ) study, suggesting that post-intervention mindfulness is positively associated with post-intervention foreign language anxiety despite the unexpected relationship between mindfulness and anxiety levels ( 92 ). Likewise, mindfulness was found to be a weak predictor of FLA in spite of the strong negative correlation which was mitigated by resilience in Chau’s ( 93 ) study. This might be explained by the very nature of mindfulness, observing what is present without judging or trying to change ( 94 ). The students’ anxiety level might be influenced by the challenging learning environment in which they have to complete the preparatory program successfully to be able to complete their majors. The post intervention data were collected before the final exams and students knowing that they would have to repeat the program and study one extra year in case of failure might influence the result of the present study. In conclusion, mindfulness-based interventions provide a valuable approach to managing both FLA and FLSA, addressing the cognitive and emotional challenges associated with language learning and speaking. By promoting self-regulation, resilience, and a present-focused mindset, mindfulness could help learners navigate the demands of language acquisition with greater ease and confidence, ultimately enhancing their overall performance and well-being in the language classroom. The need for sustained practice The delayed post-test did not show any significant correlations, indicating that the observed post-intervention benefits in FLSA reduction did not sustain without continuous practice. The temporary nature of the intervention’s effects underscores the importance of incorporating mindfulness as a regular practice rather than a one-time program. The vanished impact of the intervention program is in line with the study by Gomes et al. ( 95 ) reporting no significant differences between the experimental group and the control group in terms of changes in anxiety or resilience over the three months and the study by Greer ( 96 ) suggesting less reductions in anxiety, even with some measures showing limited or no further improvement. The current study’s qualitative findings indicate that mindfulness practices contributed to an immediate reduction in FLSA, enhanced participants’ focus, and increased their language exposure by conducting the training in English. Students valued these aspects but recommended more FLSA-specific activities and a longer program duration for greater impact. These results align with previous research: Güldal ( 75 ) found that an eight-week mindfulness-based psychoeducation program improved students’ mindfulness, self-awareness, calmness, and concentration, while Morgan and Katz ( 92 ) similarly reported reduced stress, improved focus, and greater readiness for learning among participants. However, as in the current study, some participants in Morgan and Katz’s research noted limited or no effect, reinforcing the need for sustained, targeted, and context-specific mindfulness interventions to address FLSA effectively. EFL students’ reflections on MBI-FLC The qualitative findings from various studies in general educational settings provide valuable insights that align with the themes emerged in the current study. A recurring theme across studies is the sustained engagement with mindfulness practices. Altinyelken ( 97 ) highlighted that university students continued mindfulness practices after interventions due to the development of self-compassion and reduced self-judgment, which motivated them to incorporate these techniques into daily routines. Similarly, Tran et al. ( 98 ) observed that mindfulness enhanced psychological well-being and positive emotion, leading to prolonged engagement with these practices beyond the structured sessions. Smith ( 99 ) also adds that ESL students appreciated the mindfulness lessons for equipping them with tools to handle language learning stress, motivating them to integrate mindfulness into their daily lives. The theme of increased awareness aligns with findings from Hutson ( 100 ), who noted that mindfulness interventions helped first-year composition students gain a deeper understanding of their emotions and thought patterns, promoting reflective academic practices. In another setting -EFL poetry class, mindfulness was found to help students explore their inner thoughts and emotions, enriching their creative output and linguistic expression ( 101 ). Supporting all these, Hollenback ( 102 ) emphasized that mindfulness cultivated an enhanced awareness of the learning process and a stronger connection to cultural and linguistic nuances, reflecting a deeper engagement with language learning. As another critical outcome, stress reduction is a common finding after mindfulness interventions. Heath ( 103 ) observed that digital mindfulness interventions effectively reduced anxiety in university students, emphasizing the adaptability of mindfulness to various delivery formats. Likewise, Zhao ( 104 ) found that mindfulness meditation alleviated negative emotions, such as stress and anxiety, while enhancing motivation and enjoyment in English learning. Finally, mixed perceptions of mindfulness interventions are the other common theme. Thomas ( 105 ) documented that while many participants valued contemplative practices for fostering connection and attentiveness, others noted challenges in maintaining consistent engagement, particularly when interventions were not personalized. Likewise, Smith ( 99 ) noted that while most L2 learners found mindfulness beneficial, a subset of participants expressed reservations about its relevance or struggled to see immediate benefits. This resonates with our findings, where some students reported neutral or negative experiences, suggesting that mindfulness activities must be tailored to individual needs for maximum impact. Conclusion and implications This study explored the impact of a tailored MBI program created for EFL classes on students’ FLSA experiences including its manifestation, coping mechanism and the overall impact on language learning. The quantitative findings revealed a negative relationship between FLSA and some mindfulness facets (awareness of external experiences and nonjudgmental orientation) after the intervention while “relativity of thoughts” emerged to be the only mindfulness facet displaying a positive relationship with FLSA. In addition to these findings, the extensive data gathered through qualitative methods highlighted that the intervention helped the participants improve their attention, increased awareness, and a more mindful engagement in language learning. However, effects varied over time, emphasizing the need for sustained mindfulness practice. The present study offers significant pedagogical insights by demonstrating how MBI-FLC can be effectively integrated into foreign language classrooms to support both linguistic competence and emotional resilience. Unlike generic mindfulness programs, this intervention incorporates language-specific tasks—such as reflective writing and skill-based thematic lessons—making mindfulness directly relevant to EFL learning. The findings suggest that structured yet adaptable mindfulness practices (e.g., breathing exercises, body scans, gratitude journaling) can alleviate FLSA by fostering focus, emotional regulation, and self-compassion. For these benefits to be fully realized, teacher training marks as an important step since mindful teachers are better equipped to build positive teacher–student relationships staying attentive, emotionally balanced, and responsive ( 106 ). Furthermore, it is crucial to highlight the role of context-specific materials ( 92 ) to reach the highest potential in the intervention programs. As the suggested program shows, mindfulness can easily be integrated into language lessons through thematic skill-based tasks and activities based on the student profile. When embedded meaningfully into both curricular and extracurricular activities, mindfulness not only enhances students’ academic engagement but also promotes well-being, self-regulation ( 107 ), and a supportive classroom environment rooted in empathy and nonjudgment. By fostering core competencies such as emotional regulation, empathy, goal-setting, and responsible decision-making ( 108 ), the integration of mindfulness practices into language education represents a holistic approach that aligns with the emotional and cognitive needs of learners, encouraging a more confident, self-aware, and proactive language learning experience. Despite its promising outcomes, the study acknowledges several limitations, including the small sample size and the reliance on self-reported data, which may have been influenced by social desirability bias. The study was also conducted in a specific cultural and educational context, limiting the generalizability of the findings. Nonetheless, the research contributes to the growing body of literature on the intersection of mindfulness and SLA by offering practical insights for educators seeking to incorporate mindfulness into their teaching practices. Abbreviations CHIME-A Comprehensive inventory of mindfulness experiences -adolescents EFL English as foreign language ESL/L2 English as second language FLA Foreign language anxiety FLSA Foreign language speaking anxiety FLSAQ Foreign language speaking anxiety questionnaire MBI-FLC Mindfulness-based intervention for foreign language classes MBSR Mindfulness-based stress reduction SLA Second language acquisition Declarations Supplementary information The online version contains supplementary material available at Ethics approval and consent to participate This study was conducted in accordance with the Declaration of Helsinki and approved by the Gazi University Ethics Committee (Research code number: 2023 − 184). Following Article 14 of the Gazi University Ethics Committee Regulation (Senate Decision 2020/194), the Committee reviews submissions “based on international agreements and declarations and established ethical principles.” All participants provided voluntary, informed consent, confidentiality was ensured, and participants were free to withdraw at any time. Consent for publication Not applicable. Competing interests The authors declare no competing interests. Author details 1Zeynep Koçali (ORCID ID: https://orcid.org/0000-0001-5625-9933 ) Recep Tayyip Erdoğan University, School of Foreign Languages 2Asuman Aşık (ORCID ID: https://orcid.org/0000-0003-3293-1283 ) Gazi University, Faculty of Education, Department of English Language Teaching Correspondence Zeynep Koçali [email protected] Funding This study has been supported by the Recep Tayyip Erdoğan University Development Foundation (Grant number: 02025009005738) Author Contribution Both authors listed in the study have materially participated in the research and article preparation. ZK was responsible for the investigation, conceptualization, data collection & analysis, and writing the original draft. AA contributed to conceptualization, data analysis, and manuscript revision. All authors have read and approved the final draft for submission. Acknowledgement We would like to extend our sincere gratitude to all the students who participated in this study. 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Supplementary Files SM1.docx SM2.docx Cite Share Download PDF Status: Published Journal Publication published 13 Feb, 2026 Read the published version in BMC Psychology → Version 1 posted Editorial decision: Revision requested 17 Nov, 2025 Reviews received at journal 17 Oct, 2025 Reviews received at journal 12 Oct, 2025 Reviewers agreed at journal 09 Oct, 2025 Reviewers agreed at journal 09 Oct, 2025 Reviewers invited by journal 09 Oct, 2025 Editor invited by journal 16 Sep, 2025 Editor assigned by journal 14 Sep, 2025 Submission checks completed at journal 14 Sep, 2025 First submitted to journal 11 Sep, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Koçali","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABA0lEQVRIiWNgGAWjYPCCBCBmbjiQwGMDZDA2HiBSC2PDgQcyaRAG0VoYH9gcBnPxapFv7zF78HFHmhx/+8HGAwk55+3Wth8G2lJjE41LC2PPGXPDmWdyjCXOJAL9cuZ28jYQg+FYWm4DDi3MEjlm0rxtFYkbGIAqE3tuJ5sdADIYGw7j1MIm/8ZM+i9IC/9DoJZ/55LNzj/Er4VHgsdMmrEtJ3GDBMhhPAfszG4QsEWCJ61MsvdMmrHEjYcgLckJZmAGHr/Itx/eJvFzR7Icf3/y4Y8/eOzszc6nP3zwocYGpxYGBg4DYIwguIlgdgJO5SDA/gBFiz1exaNgFIyCUTAiAQDd6Gn9/oIXhwAAAABJRU5ErkJggg==","orcid":"","institution":"Recep Tayyip Erdoğan University","correspondingAuthor":true,"prefix":"","firstName":"Zeynep","middleName":"","lastName":"Koçali","suffix":""},{"id":531805739,"identity":"44723502-7839-402e-9e16-43d288b99a34","order_by":1,"name":"Asuman Aşık","email":"","orcid":"","institution":"Gazi University","correspondingAuthor":false,"prefix":"","firstName":"Asuman","middleName":"","lastName":"Aşık","suffix":""}],"badges":[],"createdAt":"2025-09-11 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19:39:06","extension":"html","order_by":12,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":204331,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7592142/v1/82a9614586b5970c038ac02b.html"},{"id":94140231,"identity":"16a29851-b50f-431e-9d35-f0f53a629b52","added_by":"auto","created_at":"2025-10-22 19:39:05","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":82413,"visible":true,"origin":"","legend":"\u003cp\u003eThe overview of MBI-FLC (visual created by Napkin AI)\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNotes\u003c/em\u003e:\u003c/p\u003e\n\u003cp\u003e*Mindfulness-integrated language learning materials covering different language skills such as reading and listening.\u003c/p\u003e\n\u003cp\u003e**Each different colour represents the focused area of mindfulness practices. Orange represents the practices focusing on the awareness of sensations, blue for the awareness of thoughts, and purple for the awareness of emotions. Thus, the last week is shown in each of these colours involving them all.\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7592142/v1/7b59ad46e5d306afd9816dc0.png"},{"id":94138967,"identity":"ad911985-2ab0-45a8-9122-005e20f7a3a2","added_by":"auto","created_at":"2025-10-22 19:31:05","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":37841,"visible":true,"origin":"","legend":"\u003cp\u003eData collection procedure (visual created by Napkin AI)\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-7592142/v1/06e5582fe0b260374992886c.png"},{"id":94138974,"identity":"c4b1efd8-b3c2-4ceb-a90b-77d132d6f93c","added_by":"auto","created_at":"2025-10-22 19:31:05","extension":"jpeg","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":34136,"visible":true,"origin":"","legend":"\u003cp\u003eEmerging themes of EFL students’ perceptions of MBI-FLC\u003c/p\u003e","description":"","filename":"floatimage3.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-7592142/v1/be623a27cab9cb4ff702e539.jpeg"},{"id":102785742,"identity":"a405fa43-6274-4ea6-b0d9-337ecc6d8a1a","added_by":"auto","created_at":"2026-02-16 16:09:27","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1274941,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7592142/v1/f9e91976-dfec-4fe2-8866-16a23fc5b82f.pdf"},{"id":94140229,"identity":"fa14fc4f-9b22-48a3-84e4-b14296e69d45","added_by":"auto","created_at":"2025-10-22 19:39:05","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":11368,"visible":true,"origin":"","legend":"","description":"","filename":"SM1.docx","url":"https://assets-eu.researchsquare.com/files/rs-7592142/v1/c6e24206299cf0fe68f6ea7c.docx"},{"id":94140232,"identity":"a88fb4b0-9ad5-4d9f-b84e-f29a21d7d8c3","added_by":"auto","created_at":"2025-10-22 19:39:05","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":11615,"visible":true,"origin":"","legend":"","description":"","filename":"SM2.docx","url":"https://assets-eu.researchsquare.com/files/rs-7592142/v1/514a2a14b9836c3f2f18a411.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring Mindfulness and Language Learning: EFL Students’ Journey Coping with Speaking Anxiety","fulltext":[{"header":"Introduction","content":"\u003cp\u003eResearch has shown that foreign language anxiety (FLA), and more specifically, foreign language speaking anxiety (FLSA), have been described as significant barriers to effective communication and learning, and often leading to decreased confidence, performance, and willingness to communicate among learners (\u003cspan additionalcitationids=\"CR2 CR3\" citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Despite decades of research on FLSA, interventions addressing its underlying reasons remain scarce. Most approaches focus on alleviating symptoms rather than promoting long-term emotional resilience. Given the importance of affective factors in the language learning process, recent practices such as social emotional learning and positive psychology with an emphasis on well-being and emotional regulation, offer a promising framework for addressing language anxiety holistically. As one of the branches of these practices, mindfulness, rooted in ancient Buddhist traditions, has evolved into a widely recognized secular practice supported by scientific evidence across various settings, including schools. In the last several years, mindfulness has gained attention as an evidence-based practice for improving emotional control (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e), reducing anxiety (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e), and increasing attention (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e). Mindfulness fosters greater attentiveness (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e), empathy (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e), and openness to new experiences (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e), all of which are essential for successful language acquisition. Besides, mindfulness practices have the potential to enhance other aspects of language learning, such as listening comprehension (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e), reading comprehension (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e), and intercultural communication (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). By promoting a growth mindset, mindfulness might assist learners to embrace challenges and view mistakes as opportunities for learning rather than as failures.\u003c/p\u003e"},{"header":"Literature review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eMindfulness in education\u003c/h2\u003e\u003cp\u003eMindfulness, secularly conceptualized since the 1970s, is broadly defined as “moment-to-moment, non-judgmental awareness, cultivated by paying attention in a specific way, that is, in the present moment, and as non-reactively, as non-judgmentally, and as openheartedly as possible” (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Increasingly adopted in educational settings, mindfulness-based practices aim to enhance learners’ emotional regulation, attention, and self-awareness. The notion of “mindful learning” by Langer (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e) emphasizes teaching methods that promote flexibility and relevance, encouraging students to engage with the content based on personal needs and perspectives (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eEmpirical research has demonstrated the potential of mindfulness to improve both academic functioning and socio-emotional well-being. Parker and Kupersmidt (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e) examined two universal school programs and noted their effectiveness in embedding mindfulness into daily routines, supporting attention control and emotional balance. In primary education, Ojell et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e) reported increased student engagement and improved self-regulation during mathematical tasks following mindfulness exercises.\u003c/p\u003e\u003cp\u003eMindfulness has also been associated with greater adaptability and resilience in academic contexts. Bordbar et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e) found a positive link between mindfulness and academic achievement via enhanced adaptability while Mahama et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e) identified mindfulness as a predictor of academic resilience among high school students. In higher education, Nie et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e) demonstrated that a mindfulness-based social emotional learning program improved emotional awareness, interpersonal communication, and social adaptation. Similarly, Rebecchi et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e) found that responsibility-oriented digital mindfulness sessions enhanced middle school students’ sense of responsibility and convergent creative thinking, highlighting the value of ethically framed mindfulness practices for social-emotional and cognitive development.\u003c/p\u003e\u003cp\u003eDespite these benefits, Hyland (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e) warned against the reduction of mindfulness to a depersonalized product missing its ethical and spiritual depth (“McMindfulness”). Also, Lee, Gerard, and Takaishi (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e) pointed to structural barriers such as low engagement and administrative-student disconnects that can limit program effectiveness. To address these challenges, mindfulness must be grounded in its ethical roots and adapted to the varied needs of both students and educators.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eMindfulness and foreign language education\u003c/h3\u003e\n\u003cp\u003eIn recent years, researchers and practitioners have held a more holistic approach to language learning, and in this vein, interdisciplinary studies have gained importance. In second language acquisition (SLA) literature, for instance, it is quite common to find studies originating from psychology as a natural result of educational psychology research. The introduction starting like “Languages are both taught and learned by people—human beings with hopes and fears, strengths and limitations, goals and frustrations” in MacIntyre, Gregersen, and Mercer’s (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e) article could be one of the best explanations about the place of psychology in SLA.\u003c/p\u003e\u003cp\u003eIn a systematic review on mindfulness studies in second/foreign language learning contexts, Koçali and Asik (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e) found a high increase in the number of studies in language learning settings, particularly after 2017. According to the findings obtained from studies conducted in different contexts, it was found that the variables most commonly studied were FLA and language performance in relation to mindfulness practices (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). In addition to FLA (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan additionalcitationids=\"CR29\" citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e–\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e), and language performance (\u003cspan additionalcitationids=\"CR31 CR32 CR33\" citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e–\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e), self-efficacy (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e) and stress (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e) are other variables investigated regarding mindfulness and L2 education.\u003c/p\u003e\u003cp\u003eRecent studies across diverse contexts have highlighted the positive impact of mindfulness on several psychological and cognitive factors crucial to second language learning. A consistent finding across studies is the inverse relationship between mindfulness and FLA, with learners reporting reduced anxiety levels as mindfulness increases (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e). Mindfulness also decreases classroom boredom, promoting engagement and creativity by encouraging present-moment awareness and curiosity (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e). In high-pressure academic environments, it serves as a buffer against burnout (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e) and disengagement (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e), supporting sustained engagement and emotional resilience.\u003c/p\u003e\u003cp\u003eMoreover, mindfulness supports the development of grit by helping learners persist through challenges with greater emotional regulation and focus (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e). On a cognitive level, it improves attention and memory—critical for vocabulary retention and mastering complex language structures (42, 43). Mindfulness has also been associated with increased motivation, both directly and through enhanced self-fulfillment (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e). In addition to these, higher mindfulness level was associated with better L2 resilience and academic hope (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e). Finally, mindfulness is found to promote learner autonomy by fostering self-reflection and regulation, allowing students to take more control over their learning strategies and progress (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e). Taken together, these findings highlight mindfulness as a multifaceted resource that not only decreases anxiety but also fosters learners’ cognitive skills, emotional resilience and ability for self-directed L2 learning.\u003c/p\u003e\n\u003ch3\u003eForeign language speaking anxiety\u003c/h3\u003e\n\u003cp\u003eForeign language anxiety can affect various tasks such as reading and writing (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e), but speaking is widely recognized as the most anxiety-inducing skill in L2 contexts (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e). Speaking is especially seen challenging due to its spontaneous nature leaving very little time to prepare or self-correct (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e). In a factor analysis study, Mak (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e) identified five main sources of speaking anxiety among students: fear of negative evaluation, discomfort with native speakers, negative classroom perceptions, low self-evaluation, and fear of failure.\u003c/p\u003e\u003cp\u003eVarious other factors also play a role in FLSA, generally falling into three categories: personal, classroom-related, and sociolinguistic factors. Personal contributors include fear of negative evaluation (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e), low self-confidence (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e), and perfectionism, particularly around grammar and pronunciation (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e). Classroom practices such as teacher-centered instruction, oral testing, and critical feedback often intensify speaking anxiety (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e). Moreover, teacher behavior plays a pivotal role—supportive interaction reduces anxiety, while rigid or judgmental attitudes exacerbate it (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e). In addition to classroom-related factors, cultural norms shape anxiety levels; learners from collectivist backgrounds may feel greater pressure to avoid public mistakes (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eInterestingly, the relationship between proficiency and anxiety is not linear—both low and high-level learners can experience FLSA due to either lack of competence or increased expectations (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e). Addressing FLSA requires fostering inclusive classrooms, offering positive reinforcement, and gradually increasing speaking demands. Group work, peer collaboration, and error-tolerant environments might be helpful in creating a more supportive learning environment (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e).\u003c/p\u003e\n\u003ch3\u003eMindfulness and foreign language speaking anxiety\u003c/h3\u003e\n\u003cp\u003eAlthough research on the role of mindfulness in reducing FLSA is still emerging, early findings are promising. Mindfulness-based interventions (MBIs) have been shown to alleviate emotional distress associated with speaking tasks. For instance, Öz (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e) implemented a six-week mindfulness meditation program with Turkish EFL learners, resulting in significantly reduced speaking anxiety and increased willingness to communicate. Similarly, Ersanlı and Ünal (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e) reported improvements in mindfulness awareness and reduced anxiety levels following the mindfulness training.\u003c/p\u003e\u003cp\u003eThe effectiveness of mindfulness appears to stem from its impact on emotional regulation, attention control, and self-awareness—factors closely tied to FLSA. Castañeda Aguirre, et al. (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e) found that mindfulness practices enhanced fluency and confidence in Colombian learners by reducing anxiety during oral activities. More recently, Khatami et al. (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e) provided strong longitudinal evidence from Bangladeshi undergraduates, showing that higher mindfulness levels in one month significantly predicted lower speaking anxiety in the following month. Their Bayesian cross-lagged analysis revealed that the negative relationship between mindfulness and FLSA strengthened over time, highlighting mindfulness as a predictive factor rather than a mere correlation. These findings suggest that cultivating mindfulness may offer a sustainable pathway for reducing anxiety and enhancing communicative confidence in EFL contexts.\u003c/p\u003e\u003cp\u003eDespite these encouraging findings, the number of empirical studies on mindfulness and FLSA remains limited. This gap underscores the need for further research examining the long-term effects and underlying mechanisms of mindfulness in diverse EFL contexts.\u003c/p\u003e\n\u003ch3\u003eThe present study\u003c/h3\u003e\n\u003cp\u003eThis study is significant in both theoretical and practical terms as it addresses key gaps in SLA and mindfulness research. Traditional SLA approaches (e.g., information processing theory, audiolingual method, contrastive analysis) have prioritized cognitive and linguistic dimensions while often overlooking emotional and psychological factors that critically affect learner engagement and success. Lei (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e) emphasizes the foundational role of affect and humanistic approaches in learning, highlighting the need to support learners' emotional well-being. Given that FLSA is a widely documented barrier to language acquisition (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e), this study responds to the limited availability of practical strategies by integrating mindfulness—an approach proven to reduce stress, regulate emotions, and improve focus (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e). It also aligns with affective strategies like relaxation and emotional regulation, which have shown success in reducing anxiety and boosting learner confidence (\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e). Despite promising international and national findings (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e), mindfulness remains underutilized in L2 pedagogy. This study aims to bridge that gap by designing context-specific mindfulness-integrated materials tailored to EFL learners.\u003c/p\u003e\u003cp\u003eThe present study first aims to design, implement, and evaluate the MBI-FLC program tailored to the needs of EFL learners. The study seeks to explore the potential effects of this program on students’ FLSA at a state university context in Central Anatolia. Based on the purpose of the study, two research questions were formulated as follows:\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow do EFL students describe the influence of their mindfulness practices on their experiences of FLSA, including its manifestations, coping mechanisms, and overall impact on language learning?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eWhat are the perceptions and reflections of EFL students on integrating the MBI-FLC program?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003cp\u003e\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003cdiv id=\"Sec9\" class=\"Section3\"\u003e\u003c/div\u003e\u003c/div\u003e\n\n\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003cdiv id=\"Sec14\" class=\"Section3\"\u003e\u003c/div\u003e\u003c/div\u003e\n\u003ch3\u003e\u003c/h3\u003e\n\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003cp\u003e\u003c/p\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003c/div\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003c/div\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Method","content":"\u003ch2\u003eResearch design\u003c/h2\u003e\u003cp\u003eThis study employs a mixed method sequential explanatory design. In this type of research, the researcher initially gathers and examines the quantitative data. The qualitative data reviewed second in the sequence, clarify or expand on the quantitative conclusions of the first phase. The study's intermediate stage connects the two parts, with the second, qualitative phase expanding on the first, quantitative phase. (\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e). This strategy is supported by the fact that although the quantitative data provides a general grasp of the study topic, the qualitative data expands on this understanding by offering in-depth interpretations of the statistical findings from the viewpoints of the participants (\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e). For this study, the mixed method sequential explanatory design was selected to ensure that each method complements the other, enhancing the credibility of the findings.\u003c/p\u003e\u003ch3\u003eResearch context and sampling\u003c/h3\u003e\u003cp\u003eThe universe of the study consists of students from a School of Foreign Languages of a state university in Central Anatolia, Türkiye. This type of school mainly offers English preparatory programs for departments with English as medium of instruction. In the relevant academic year, 52 students were registered in the English preparatory program. However, the number of actively participating students was 38. At the beginning of the semester, the students were assigned to two classes randomly regardless of their language proficiency level because of the small number of students. Besides, the first midterm exam (about seven weeks after the beginning of the fall semester) demonstrated that the classes were homogenous in terms of language proficiency level.\u003c/p\u003e\u003cp\u003eThe participants of the study are selected through non-probability sample types (purposive and convenience sampling). The group was formed based on voluntary participation when the universities decided to switch to online education due to the massive earthquake which hit Türkiye on February 6. Together with the unique and specific conditions in the current study, similar studies practicing MBI with a small group of students have also been observed in the literature (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e). In conclusion, 15 students (12 females, 3 males) accepted to participate in the study, and their age ranged between 17–21 with an average of 19. The participants completed all eight sessions. For emergent or unplanned situations preventing the participants from joining the sessions, all sessions were recorded and shared on the learning management system. Although most of the activities were done synchronously together with the group, few students completed the activities by watching the recordings later.\u003c/p\u003e\u003ch2\u003eResearch intervention: MBI-FLC program\u003c/h2\u003e\u003cp\u003eFor the present study, the mindfulness-based intervention program for foreign language classes (MBI-FLC) was designed as an eight-week intervention, with each session lasting between 45 to 60 minutes. Notably, widely recognized programs such as Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT), also span eight weeks but typically involve longer sessions, averaging around 120 minutes. While the eight-week format is prevalent, variations exist. Some studies have explored abbreviated versions of MBIs. For example, the quasi-experimental pilot study comparing the efficacy of eight-session and four-session MBI programs in a non-clinical population suggested that both formats improved mindfulness and psychological well-being, though the eight-session program yielded more substantial benefits (\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn the present study, the duration of the sessions was deliberately kept shorter for several reasons. Firstly, the participants' age and associated attention span were taken into account, as adolescents are known to have a shorter attention span compared to adults. Research indicates that adolescents' attention spans are generally shorter than those of adults, with developmental experts suggesting that a 14-year-old typically has an attention span ranging from 28 to 42 minutes, while a 16-year-old's attention span extends from 32 to 48 minutes (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e). Secondly, the session length was adjusted to align with standard school class periods (typically 45 minutes), a timeframe with which students are already familiar. Finally, meta-analytical studies suggest no significant relationship between intervention duration and effect size (\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e). In other words, there is no practical difference in effectiveness between an intensive MBSR program with weekly sessions totaling 2.5 hours and a more condensed program. Therefore, this intervention was designed to be shorter and more concise, similar to the approach adopted in Güldal’s (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e) study, to enhance feasibility within a school setting and appropriateness for the targeted age group.\u003c/p\u003e\u003cp\u003eThe MBI-FLC program was developed and implemented by the researchers. The implementation of the intervention by a trained teacher rather than an outside facilitator might enhance the feasibility and sustainability of the practices (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e). In addition to being a full-time English teacher for six years, the first author has done a 12-hour basic mindfulness course, an 8-week mindfulness course, and a 120-hour mindfulness training in the last two years. In addition to these educational programs, she completed a 200-hour mindfulness teacher training course at an international institution accredited by the International Mindfulness Teachers Association, qualifying her to teach mindfulness to others. The second author, a certified yoga instructor, contributed to the development of the program and led the mindful movement session in week 4.\u003c/p\u003e\u003cp\u003eMBI-FLC is an adapted program inspired by various resources such as MBSR and MBCT by considering the dynamics of foreign language education. In other words, both formal (e.g., meditation, mindful breathing) / informal (e.g., brushing your teeth mindfully) mindfulness practices and mindfulness-integrated L2 activities were included in the program. For the relevant program, the researchers blended their pedagogical knowledge about teaching English as a foreign language, the content knowledge, and the insights gained from the various training they had taken.\u003c/p\u003e\u003cp\u003eIn line with these principles, the materials developed for MBI-FLC, integrate both cognitive and affective domains by engaging learners in activities that promote critical thinking, self-reflection, and emotional connection to language learning. Moreover, the materials incorporated authentic resources rather than pre-designed pedagogical texts. For instance, online videos not originally created for language teaching were selected to provide rich, natural input. Additionally, texts from reliable native sources were adapted by integrating comprehension activities to enhance engagement and understanding. These strategies ensured exposure to meaningful, real-world language while fostering awareness and deeper cognitive processing.\u003c/p\u003e\u003cp\u003eThe weekly schedule of the MBI-FLC program is presented as both a visual figure (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) for an overview and a detailed table (see Supplementary Material 1) for specific information.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003ch2\u003eInstruments\u003c/h2\u003e\u003ch2\u003eComprehensive inventory of mindfulness experiences-adolescents\u003c/h2\u003e\u003cp\u003eIn order to measure mindfulness, the Comprehensive Inventory of Mindfulness Experiences-Adolescents (CHIME-A) (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e77\u003c/span\u003e) was employed. There is no consensus about the conceptualisation of mindfulness, that is, some scales are based on a narrow conceptualisation of mindfulness while others supply a broader semantic coverage of the construct (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e78\u003c/span\u003e). The Comprehensive Inventory of Mindfulness Experiences (CHIME) scale was developed in an attempt to provide a comprehensive scale for mindfulness (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e78\u003c/span\u003e). The scale was adapted for adolescents by Johnson et al. (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e77\u003c/span\u003e) and contains 25 items spread over eight mindfulness facets which are awareness of internal and external experiences, acting with awareness, nonjudgmental acceptance, decentering and nonreactivity, openness to experience, the relativity of thoughts, and insightful understanding.\u003c/p\u003e\u003cp\u003eThe measure is designed as a 5-point Likert scale, with higher scores indicating greater levels of mindfulness. The scale's last section consists of eight reverse-coded elements. A notable strength of the CHIME-A lies in its eight-factor model, which offers a nuanced framework for identifying the specific dimensions of mindfulness enhanced through MBIs. This is especially significant in light of the growing body of research on mindfulness and its interplay with neurodevelopment (\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e79\u003c/span\u003e). The CHIME-A has been correlated with the CAMM (Child and Adolescent Mindfulness Measure), bolstering its construct validity (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e77\u003c/span\u003e). In this study, the Turkish version of the scale was used to avoid any misunderstanding and comprehension problems.\u003c/p\u003e\u003ch2\u003eForeign language speaking anxiety questionnaire\u003c/h2\u003e\u003cp\u003eFor the second investigated construct in the study, an adapted version of Foreign Language Classroom Anxiety Scale (FLCAS) (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e) was utilised. Foreign language speaking anxiety questionnaire (FLSAQ) was designed by selecting 18 items from the 33 items of FLCAS. Saltan (2003) made use of this 18-item scale in her study, and revealed the instruments’ direct relation to foreign language speaking anxiety. The scale was found to be reliable across various studies. Öztürk and Gürbüz (\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e80\u003c/span\u003e, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e) used the FLSAQ in their studies and found Cronbach’s alpha coefficient as .91, suggesting high reliability. In this study, the Turkish version of foreign language speaking anxiety questionnaire was employed to prevent any misinterpretation of the items by the participants.\u003c/p\u003e\u003ch2\u003eInterview questions, learner journals and reflection reports\u003c/h2\u003e\u003cp\u003eFor the qualitative part of the study, semi-structured interviews, learner journals and reflection reports during/after the sessions were employed. The interviews were carried out both before and after the mindfulness intervention to explore students’ level of mindfulness and FLSA and their reflections about the intervention program. The interview questions were developed by the researchers based on the relevant literature and the concepts investigated through the scales. Some adaptations were carried out based on the feedback collected from one ELT professor and one English instructor in terms of comprehensibility and language. After this stage, the interview questions were piloted with a small group of students who were not the actual participants. Some minor adaptations were implemented after the piloting and the final version of the semi-structured interview questions was attained.\u003c/p\u003e\u003cp\u003eDuring the MBI-FLC program, students were required to complete two learner journals based on the topic studied in the relevant week. The two journals were assigned as homework to encourage students to reflect on what they learned and practice mindfulness outside the class as well. In addition to the journals, the students’ reflection reports during/after the sessions were also used as data and analysed.\u003c/p\u003e\u003ch2\u003eData collection procedure\u003c/h2\u003e\u003cp\u003eBefore data collection, the purpose of the study and data collection procedures were explained to the students. Next, a consent form was provided to the students to ensure that their participation was voluntary. After gathering the consent forms, data collection instruments were employed in the order shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003ch2\u003eData analysis\u003c/h2\u003e\u003cp\u003eIn order to analyse the quantitative data gathered through CHIME-A and FLSAQ, several steps were employed with an aim to answer the research questions First, the reverse-items in CHIME-A (items between 18–25) were re-coded before starting the analyses. Next, Spearman’s rank correlation test, a non-parametric test involving ranking data and applying a modified Pearson’s formula to these ranks (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e82\u003c/span\u003e), was utilized to determine the strength and direction of relationships between mindfulness levels and FLSA scores.\u003c/p\u003e\u003cp\u003eTo ensure the internal consistency of the instruments used in the study, Cronbach’s alpha coefficients were calculated for each instrument at three data collection points: pre-test, post-test, and 6-month follow-up. The CHIME-A subscales demonstrated acceptable to good reliability across all phases, with alpha values ranging from .71 to .82 at pre-test, .72 to .86 at post-test, and .72 to .89 at follow-up. Moreover, the FLSAQ exhibited excellent internal consistency, with Cronbach’s alpha values of .90 (pre-test), .91 (post-test), and .93 (follow-up). These findings demonstrate that the instruments consistently yielded reliable data across all phases of the study, thereby strengthening the validity of the overall results.\u003c/p\u003e\u003cp\u003eFor the qualitative part of the study, the interviews were audio-recorded and transcribed verbatim, and the transcribed data underwent a systematic process of qualitative content analysis. Open coding was used initially to label significant phrases with specific codes. This phase allowed for an inductive approach, where codes emerged from the data itself, which is particularly effective when exploring less understood phenomena (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e84\u003c/span\u003e). The codes were then grouped into categories based on shared meanings, creating a structured framework for the data. This iterative process ensured that categories accurately reflected the underlying data patterns while maintaining their inductive origins (\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e84\u003c/span\u003e). Constant comparison techniques ensured that the emerging themes were robust and reflected the data comprehensively.\u003c/p\u003e\u003cp\u003eLearner journals and reflection reports were also analyzed using a similar inductive content analysis process, allowing recurring patterns to emerge from the data systematically. This approach helped ensure that the findings remained closely aligned with participants' expressed experiences and reflections.\u003c/p\u003e\u003cp\u003eFurthermore, inter-rater reliability was calculated by having another rater code a subset of the data to enhance the reliability of the coding process. Following the independent coding, the two coders compared their results. A discussion was held to resolve any discrepancies and reach consensus on the final set of themes and codes.\u003c/p\u003e\u003cp\u003eAfter identifying the number of agreements and disagreements between the coders, inter-rater reliability was calculated using the formula provided by Huberman and Miles (\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e85\u003c/span\u003e): [reliability = number of agreements / number of agreements + disagreements]. Based on this calculation, the inter-rater reliability was determined to be 0.86, which can be named as the \"almost perfect agreement\" range according to Landis and Koch (\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e86\u003c/span\u003e). This high level of agreement suggests that the coding scheme was reliable and that the themes were consistently applied by both coders.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cb\u003eThe influence of mindfulness practices on the experiences of FLSA, including its manifestations, coping mechanisms, and overall impact on language learning\u003c/b\u003e\u003c/p\u003e\u003cp\u003eIn order to examine any possible relationship between mindfulness and FLSA, the Spearmen correlation test was run both before and after the intervention. The findings are displayed in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eCorrelations between mindfulness facets and FLSA at three time points\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePretest\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePosttest\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e6-Month\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFLSA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1,000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1,000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1,000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAwareness of internal experiences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e–.048\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e–.188\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e–.258\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAwareness of external experiences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e–.365\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e–.555*\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e–.412\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eActing with awareness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e–.548*\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e–.430\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e–.278\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAccepting and nonjudgmental orientation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e–.419\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e–.559*\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e–.309\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDecentering and nonreactivity\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e–.021\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e–.237\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e–.326\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOpenness to experience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e–.145\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e–.237\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e–.316\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRelativity of thoughts\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e.411\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.710**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e–.099\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInsightful understanding\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e.483\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.198\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e–.128\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"4\"\u003eNote. Spearman correlation coefficients are reported. *p \u0026lt; .05. **p \u0026lt; .01.\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe results indicate that certain dimensions of mindfulness are negatively correlated with FLSA, particularly after the intervention. At pretest, only 'Acting with awareness' showed a significant negative correlation with FLSA (r = –.548, p \u0026lt; .05) highlighting the importance of present-moment focus and conscious action in managing anxiety related to foreign language speaking. Following the intervention, 'Awareness of external experiences' (r = –.555, p \u0026lt; .05), 'Accepting and nonjudgmental orientation' (r = –.559, p \u0026lt; .05), and 'Relativity of thoughts' (r = .710, p \u0026lt; .01) showed significant correlations with FLSA. These findings suggest that increased awareness of external stimuli and a nonjudgmental attitude towards experiences were associated with lower FLSA. This indicates that the intervention may have helped students to better observe their surroundings and accept their language learning experiences without harsh self-judgment, leading to reduced anxiety. Interestingly, a significant positive correlation was observed between FLSA and \"relativity of thoughts\" (𝑟=0.710, 𝑝=0.003). This could indicate that while understanding that thoughts are not absolute might help in some contexts, it could also lead to increased self-doubt or over-analysis in the context of foreign language speaking anxiety.\u003c/p\u003e\u003cp\u003eHowever, at the 6-month follow-up, no correlations were statistically significant. This finding suggests that the mindfulness intervention may have had a short-term effect on reducing speaking anxiety through specific mindfulness dimensions, though these effects did not sustain over time.\u003c/p\u003e\u003cp\u003eDuring the intervention program, the students completed several reflection reports both during and after the sessions. After the document analysis procedure, these reports yielded important implications. For instance, during Week 4’s body scan and mindful movement practice, one student reported, “\u003cem\u003eMy body scan experience was pleasant. I only felt a bit of pain in my lower back, but other than that, I especially felt a sense of relief in my shoulders\u003c/em\u003e” (S7), suggesting that such exercises can help learners notice the physical sensations so that they would know how to respond to these signals rather than ignore or overreact to them. In Week 5, feeding the thoughts activity enabled students to recognize thought patterns and choose which one to feed or let go of. As one participant expressed, \u003cem\u003e“I choose to ignore my fear of failing and focus on believing in my success… Realizing my own weaknesses and planning my path accordingly makes me feel both happy and relieved\u003c/em\u003e” (S10). This demonstrates how mindfulness-based reflection can promote emotional resilience and goal-directed self-regulation. Similarly, in Week 6, the simple act of gratitude journaling appeared to nurture positive affect and presence, with one student noting, \u003cem\u003e“It’s starting to feel like keeping a journal—and I realized that even if it’s just once a day, I can feel happy”\u003c/em\u003e (S15). This exercise seems to show how even the negatively-oriented minds can be trained to notice the beauties in life as well. Finally, Week 7’s loving-kindness meditation brought attention to the often-overlooked need for self-kindness, as seen in S4’s reflection: “\u003cem\u003eWhile doing this practice, I realized that I haven’t been showing myself any tolerance. I mean, I can comfort others in the kindest way, but when it comes to myself, I’ve been really harsh without even realizing it. Becoming aware of this helped me relax and feel more at ease\u003c/em\u003e.” All in all, these reports illustrate the multifaceted benefits of mindfulness activities in fostering both awareness and acceptance—physically, emotionally, and cognitively.\u003c/p\u003e\u003cp\u003eFollowing the 8-week MBI-FLC program, the interview cycle was repeated and the students shared their ideas about the program and how it might foster foreign language learning and alleviate foreign language speaking anxiety. One-third of the students (n = 5) stated that the exercises and activities they did during the program helped them deal with the speaking anxiety they experienced.\u003c/p\u003e\u003cp\u003eS2: “Well, I think it would definitely help because mindfulness seems to have such a relaxing effect. That's how I feel right now. I think it would also be beneficial for English because it reduces anxiety.\u003c/p\u003e\u003cp\u003eS9: “I can make myself relax with mindful breathing when I experience speaking anxiety.”\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eApart from direct references to the relationship between mindfulness and FLSA, students highlighted some other important points related to foreign language learning. The themes emerged from the students’ remarks are provided below:\u003c/p\u003e\u003ch2\u003eDeveloping self-confidence\u003c/h2\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eS15: “Of course, mindfulness changed my attitude towards anxiety a bit. I think I can do something, but there was never such a thought before. I was directly saying, \"I can't do it.\"\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003ch2\u003eThe language of the program\u003c/h2\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eS11: “We participated in this program as a class. You know, we inevitably speak English there too. Of course, this helps because we are exposed to English more. But if this program was not in English, I personally do not think it would contribute that much.”\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003ch2\u003eIncluding more specific activities regarding FLSA\u003c/h2\u003e\u003cp\u003eS8: “Well, it might help... I think it might be helpful if we work directly on speaking anxiety.”\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003ch2\u003eHelpful for attention\u003c/h2\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eS5: “I only tried mindful breathing practice a few times when I was angry. And I saw the effect, I mean it relaxes, doing it that way, trying to focus on something. I was challenged while doing it because of attention deficiency. But I think of it as something that could be good for attention deficiency.”\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFinally, three students could not articulate decisive remarks about mindfulness and FLSA together. In other words, they did not state that mindfulness was completely unhelpful regarding FLSA; rather, they referred to some factors that they thought to be useful, such as allocating more time.\u003c/p\u003e\u003cp\u003eS6: “I don't think that mindfulness could help ease the speaking anxiety…So, thinking from myself... I don't know. I think it won’t help. Or we need to focus more on this. Not eight weeks like this, but more. We need to incorporate it into our lives thoroughly.”\u003c/p\u003e\u003cp\u003eS5: “Speaking in a foreign language……so I won't be able to say yes to that. The activities we did, didn’t help me with my anxiety about speaking a foreign language, or I don't know if they did.”\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe findings from the study indicate a nuanced relationship between mindfulness practices and foreign language speaking anxiety among EFL students. The data obtained from the quantitative measures provided important implications by addressing specific dimensions. However, these were limited and needed to be complemented by extensive data which were qualitative data through semi-structured interviews, reflection reports and learner journals in the present study. The data showed that the intervention program supported students in various terms, not only in terms of FLSA. Sense of awareness, self-regulation, and better attention are from the highlighted themes in the qualitative part of the study.\u003c/p\u003e\u003ch2\u003eThe perceptions and reflections of EFL students on integrating the MBI-FLC\u003c/h2\u003e\u003cp\u003eThis part presents the findings from the analysis of EFL students' perceptions and reflections on integrating the MBI-FLC program. The data were gathered through semi-structured interviews and the final week reflection task. The analysis aims to explore the students' experiences, the impact of mindfulness practices on their language learning and speaking anxiety, and their overall perception of the program. The emergent themes and codes provide a comprehensive understanding of how mindfulness practices were perceived and their influence on students' FLSA and mindfulness. Figure\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e presents the emerging themes with frequencies. (see Supplementary Material 2 for examples supporting the themes)\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe integration of the MBI-FLC program has yielded significant insights into the perceptions and reflections of EFL students. The findings provide a nuanced understanding of how the program influenced students' mindfulness, stress levels, and foreign language speaking anxiety. Several key themes emerged from the data, each highlighting different aspects of the students' experiences and the impact of the program.\u003c/p\u003e\u003cp\u003eThe most prominent theme was the continued practice of mindfulness activities, with many students expressing their intention to maintain these practices beyond the program. This indicates a lasting positive impact, suggesting that the mindfulness exercises introduced during the program were not only beneficial but also practical and engaging enough for students to incorporate into their daily lives.\u003c/p\u003e\u003cp\u003eThe theme of liked activities revealed that students particularly enjoyed specific mindfulness exercises such as mindful breathing and mindful eating. These activities were frequently mentioned as favorites, indicating their effectiveness in engaging students and potentially contributing to stress reduction and increased awareness.\u003c/p\u003e\u003cp\u003eIncreased awareness was another significant theme, with students reporting a heightened sense of mindfulness and awareness of their thoughts, feelings, and surroundings. This enhanced self-awareness is a critical component of mindfulness practice and underscores the program's success in fostering this attribute among participants.\u003c/p\u003e\u003cp\u003eStress reduction was another important outcome, with several students noting a decrease in their stress levels, particularly in relation to speaking English. This anxiety reduction is a crucial benefit of mindfulness practices, suggesting that the MBI-FLC program effectively addressed one of the main challenges faced by EFL students.\u003c/p\u003e\u003cp\u003eHowever, not all feedback was entirely positive. The negative/neutral perception theme highlighted some challenges and mixed reactions to certain activities. Some students did not find specific exercises, like mindful eating or mindful breathing, particularly impactful or suitable for their personal preferences and lifestyles. Additionally, logistical issues, such as not attending classes on time, also contributed to some students' neutral or negative perceptions.\u003c/p\u003e\u003cp\u003eOverall, the findings indicate that the MBI-FLC program was well-received and had a positive impact on the students' mindfulness and stress levels. The willingness of students to continue mindfulness practices beyond the program highlights the practical value and relevance of these exercises. However, the mixed reactions to certain activities suggest that future implementations of the program could benefit from more personalized and flexible approaches to better serve individual preferences and needs.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cdiv id=\"Sec26\" class=\"Section2\"\u003e\u003ch2\u003eThe impact of mindfulness on FLSA\u003c/h2\u003e\u003cp\u003eThe study aimed to examine how mindfulness practices influence EFL students\u0026rsquo; experiences of FLSA, including its manifestations, coping mechanisms, and broader impacts on language learning. The findings revealed a slightly different interaction between specific mindfulness facets and FLSA, suggesting that mindfulness interventions could be beneficial, though their long-term effectiveness may require sustained practice.\u003c/p\u003e\u003cdiv id=\"Sec27\" class=\"Section3\"\u003e\u003ch2\u003eImmediate impact: Post-intervention\u003c/h2\u003e\u003cp\u003eThe correlation analysis after the intervention highlighted the effects of three mindfulness facets; two of them (awareness of external experiences and accepting and nonjudgmental orientation) showing a negative relationship while the other facet (relativity of thoughts) displays a positive relationship with FLSA. All these relations were found to vanish in the analysis employed 6-months after the intervention. In addition to the findings gathered from the statistical data, interviews, student journals and reflection reports provided important findings such as increased awareness (in terms of sensations, thoughts and emotions), better attention, fostering self-regulation, self-confidence and self-compassion. The findings of the present study comply with Mizera et al.\u0026rsquo;s (\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e87\u003c/span\u003e) review study investigating the relationship between mindfulness facets and anxiety and suggests that the findings are nuanced and at times inconsistent. Across the studies, certain facets of mindfulness (observe, describe, act with awareness, nonjudgment, and nonreactivity), showed stronger associations with anxiety reduction following MBIs. Based on the literature, no obvious correlation was found; nonetheless, these findings suggest that the aspect of nonjudgment may be more strongly associated with a reduction in anxiety (\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e87\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAs a specific type of anxiety, FLA has been widely recognized as a significant barrier to language learning, impacting students\u0026rsquo; ability to acquire and use a second language effectively. MBIs have emerged as a promising tool to address these challenges. The finding that some mindfulness facets negatively correlates with FLSA and students\u0026rsquo; positive remarks about coping with it aligns with Mortimore\u0026rsquo;s (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e) study suggesting that mindfulness techniques helped reduce FLA by increasing students\u0026rsquo; attentional control and emotional awareness. Similarly, Shen (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e88\u003c/span\u003e) demonstrated that mindfulness and resilience significantly predicted lower anxiety levels among Chinese EFL learners, highlighting the role of mindfulness in fostering emotional stability and cognitive focus. Furthermore, increased levels of mindfulness was associated with higher perceived foreign language competence and with lower levels of anxiety and burnout (\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e89\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e FLSA, a subset of FLA, poses additional challenges as it is specifically tied to oral communication tasks. A recent review investigating the effect of mindfulness in EFL contexts suggests that mindfulness can play a significant role in augmenting willingness to communicate in English and reducing speaking anxiety (\u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e90\u003c/span\u003e). The two studies from similar settings yielded similar findings, participants reporting feeling more confident and willing to communicate in the target language (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e). Charoensukmangol (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e) reported that students with higher mindfulness level tend to be less anxious during oral presentations, specifically state mindfulness having a stronger predictor on FLSA compared to trait mindfulness. Similarly, Kuit (\u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e91\u003c/span\u003e) highlighted that mindfulness training enhanced self-efficacy, a critical factor in reducing speaking anxiety. By increasing students\u0026rsquo; belief in their ability to perform well, mindfulness might be helpful in decreasing the physiological and psychological symptoms of anxiety during speaking activities. Additionally, mindfulness practices helped students reduce FLSA, develop resilience, enabling them to recover quickly from errors or setbacks during oral communication (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe positive relationship between relativity of thoughts and FLSA, and weak relationship in other mindfulness facets can be mirrored in Morgan and Katz's (\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e92\u003c/span\u003e) study, suggesting that post-intervention mindfulness is positively associated with post-intervention foreign language anxiety despite the unexpected relationship between mindfulness and anxiety levels (\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e92\u003c/span\u003e). Likewise, mindfulness was found to be a weak predictor of FLA in spite of the strong negative correlation which was mitigated by resilience in Chau\u0026rsquo;s (\u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e93\u003c/span\u003e) study. This might be explained by the very nature of mindfulness, observing what is present without judging or trying to change (\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e94\u003c/span\u003e). The students\u0026rsquo; anxiety level might be influenced by the challenging learning environment in which they have to complete the preparatory program successfully to be able to complete their majors. The post intervention data were collected before the final exams and students knowing that they would have to repeat the program and study one extra year in case of failure might influence the result of the present study.\u003c/p\u003e\u003cp\u003eIn conclusion, mindfulness-based interventions provide a valuable approach to managing both FLA and FLSA, addressing the cognitive and emotional challenges associated with language learning and speaking. By promoting self-regulation, resilience, and a present-focused mindset, mindfulness could help learners navigate the demands of language acquisition with greater ease and confidence, ultimately enhancing their overall performance and well-being in the language classroom.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec28\" class=\"Section2\"\u003e\u003ch2\u003eThe need for sustained practice\u003c/h2\u003e\u003cp\u003eThe delayed post-test did not show any significant correlations, indicating that the observed post-intervention benefits in FLSA reduction did not sustain without continuous practice. The temporary nature of the intervention\u0026rsquo;s effects underscores the importance of incorporating mindfulness as a regular practice rather than a one-time program.\u003c/p\u003e\u003cp\u003eThe vanished impact of the intervention program is in line with the study by Gomes et al. (\u003cspan citationid=\"CR95\" class=\"CitationRef\"\u003e95\u003c/span\u003e) reporting no significant differences between the experimental group and the control group in terms of changes in anxiety or resilience over the three months and the study by Greer (\u003cspan citationid=\"CR96\" class=\"CitationRef\"\u003e96\u003c/span\u003e) suggesting less reductions in anxiety, even with some measures showing limited or no further improvement.\u003c/p\u003e\u003cp\u003e The current study\u0026rsquo;s qualitative findings indicate that mindfulness practices contributed to an immediate reduction in FLSA, enhanced participants\u0026rsquo; focus, and increased their language exposure by conducting the training in English. Students valued these aspects but recommended more FLSA-specific activities and a longer program duration for greater impact. These results align with previous research: G\u0026uuml;ldal (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e) found that an eight-week mindfulness-based psychoeducation program improved students\u0026rsquo; mindfulness, self-awareness, calmness, and concentration, while Morgan and Katz (\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e92\u003c/span\u003e) similarly reported reduced stress, improved focus, and greater readiness for learning among participants. However, as in the current study, some participants in Morgan and Katz\u0026rsquo;s research noted limited or no effect, reinforcing the need for sustained, targeted, and context-specific mindfulness interventions to address FLSA effectively.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec29\" class=\"Section2\"\u003e\u003ch2\u003eEFL students\u0026rsquo; reflections on MBI-FLC\u003c/h2\u003e\u003cp\u003eThe qualitative findings from various studies in general educational settings provide valuable insights that align with the themes emerged in the current study. A recurring theme across studies is the sustained engagement with mindfulness practices. Altinyelken (\u003cspan citationid=\"CR97\" class=\"CitationRef\"\u003e97\u003c/span\u003e) highlighted that university students continued mindfulness practices after interventions due to the development of self-compassion and reduced self-judgment, which motivated them to incorporate these techniques into daily routines. Similarly, Tran et al. (\u003cspan citationid=\"CR98\" class=\"CitationRef\"\u003e98\u003c/span\u003e) observed that mindfulness enhanced psychological well-being and positive emotion, leading to prolonged engagement with these practices beyond the structured sessions. Smith (\u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e99\u003c/span\u003e) also adds that ESL students appreciated the mindfulness lessons for equipping them with tools to handle language learning stress, motivating them to integrate mindfulness into their daily lives.\u003c/p\u003e\u003cp\u003eThe theme of increased awareness aligns with findings from Hutson (\u003cspan citationid=\"CR100\" class=\"CitationRef\"\u003e100\u003c/span\u003e), who noted that mindfulness interventions helped first-year composition students gain a deeper understanding of their emotions and thought patterns, promoting reflective academic practices. In another setting -EFL poetry class, mindfulness was found to help students explore their inner thoughts and emotions, enriching their creative output and linguistic expression (\u003cspan citationid=\"CR101\" class=\"CitationRef\"\u003e101\u003c/span\u003e). Supporting all these, Hollenback (\u003cspan citationid=\"CR102\" class=\"CitationRef\"\u003e102\u003c/span\u003e) emphasized that mindfulness cultivated an enhanced awareness of the learning process and a stronger connection to cultural and linguistic nuances, reflecting a deeper engagement with language learning.\u003c/p\u003e\u003cp\u003eAs another critical outcome, stress reduction is a common finding after mindfulness interventions. Heath (\u003cspan citationid=\"CR103\" class=\"CitationRef\"\u003e103\u003c/span\u003e) observed that digital mindfulness interventions effectively reduced anxiety in university students, emphasizing the adaptability of mindfulness to various delivery formats. Likewise, Zhao (\u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e104\u003c/span\u003e) found that mindfulness meditation alleviated negative emotions, such as stress and anxiety, while enhancing motivation and enjoyment in English learning.\u003c/p\u003e\u003cp\u003eFinally, mixed perceptions of mindfulness interventions are the other common theme. Thomas (\u003cspan citationid=\"CR105\" class=\"CitationRef\"\u003e105\u003c/span\u003e) documented that while many participants valued contemplative practices for fostering connection and attentiveness, others noted challenges in maintaining consistent engagement, particularly when interventions were not personalized. Likewise, Smith (\u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e99\u003c/span\u003e) noted that while most L2 learners found mindfulness beneficial, a subset of participants expressed reservations about its relevance or struggled to see immediate benefits. This resonates with our findings, where some students reported neutral or negative experiences, suggesting that mindfulness activities must be tailored to individual needs for maximum impact.\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusion and implications","content":"\u003cp\u003eThis study explored the impact of a tailored MBI program created for EFL classes on students\u0026rsquo; FLSA experiences including its manifestation, coping mechanism and the overall impact on language learning. The quantitative findings revealed a negative relationship between FLSA and some mindfulness facets (awareness of external experiences and nonjudgmental orientation) after the intervention while \u0026ldquo;relativity of thoughts\u0026rdquo; emerged to be the only mindfulness facet displaying a positive relationship with FLSA. In addition to these findings, the extensive data gathered through qualitative methods highlighted that the intervention helped the participants improve their attention, increased awareness, and a more mindful engagement in language learning. However, effects varied over time, emphasizing the need for sustained mindfulness practice.\u003c/p\u003e\u003cp\u003eThe present study offers significant pedagogical insights by demonstrating how MBI-FLC can be effectively integrated into foreign language classrooms to support both linguistic competence and emotional resilience. Unlike generic mindfulness programs, this intervention incorporates language-specific tasks\u0026mdash;such as reflective writing and skill-based thematic lessons\u0026mdash;making mindfulness directly relevant to EFL learning. The findings suggest that structured yet adaptable mindfulness practices (e.g., breathing exercises, body scans, gratitude journaling) can alleviate FLSA by fostering focus, emotional regulation, and self-compassion. For these benefits to be fully realized, teacher training marks as an important step since mindful teachers are better equipped to build positive teacher\u0026ndash;student relationships staying attentive, emotionally balanced, and responsive (\u003cspan citationid=\"CR106\" class=\"CitationRef\"\u003e106\u003c/span\u003e). Furthermore, it is crucial to highlight the role of context-specific materials (\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e92\u003c/span\u003e) to reach the highest potential in the intervention programs. As the suggested program shows, mindfulness can easily be integrated into language lessons through thematic skill-based tasks and activities based on the student profile. When embedded meaningfully into both curricular and extracurricular activities, mindfulness not only enhances students\u0026rsquo; academic engagement but also promotes well-being, self-regulation (\u003cspan citationid=\"CR107\" class=\"CitationRef\"\u003e107\u003c/span\u003e), and a supportive classroom environment rooted in empathy and nonjudgment. By fostering core competencies such as emotional regulation, empathy, goal-setting, and responsible decision-making (\u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e108\u003c/span\u003e), the integration of mindfulness practices into language education represents a holistic approach that aligns with the emotional and cognitive needs of learners, encouraging a more confident, self-aware, and proactive language learning experience.\u003c/p\u003e\u003cp\u003eDespite its promising outcomes, the study acknowledges several limitations, including the small sample size and the reliance on self-reported data, which may have been influenced by social desirability bias. The study was also conducted in a specific cultural and educational context, limiting the generalizability of the findings. Nonetheless, the research contributes to the growing body of literature on the intersection of mindfulness and SLA by offering practical insights for educators seeking to incorporate mindfulness into their teaching practices.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eCHIME-A\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Comprehensive inventory of mindfulness experiences -adolescents\u003c/p\u003e\n\u003cp\u003eEFL\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;English as foreign language\u003c/p\u003e\n\u003cp\u003eESL/L2\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;English as second language\u003c/p\u003e\n\u003cp\u003eFLA\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Foreign language anxiety\u003c/p\u003e\n\u003cp\u003eFLSA \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Foreign language speaking anxiety\u003c/p\u003e\n\u003cp\u003eFLSAQ\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Foreign language speaking anxiety questionnaire\u003c/p\u003e\n\u003cp\u003eMBI-FLC\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Mindfulness-based intervention for foreign language classes\u003c/p\u003e\n\u003cp\u003eMBSR\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Mindfulness-based stress reduction\u003c/p\u003e\n\u003cp\u003eSLA \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Second language acquisition\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003ch2\u003eSupplementary information\u003c/h2\u003e\u003cp\u003eThe online version contains supplementary material available at\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003cp\u003e This study was conducted in accordance with the Declaration of Helsinki and approved by the Gazi University Ethics Committee (Research code number: 2023\u0026thinsp;\u0026minus;\u0026thinsp;184). Following Article 14 of the Gazi University Ethics Committee Regulation (Senate Decision 2020/194), the Committee reviews submissions \u0026ldquo;based on international agreements and declarations and established ethical principles.\u0026rdquo; All participants provided voluntary, informed consent, confidentiality was ensured, and participants were free to withdraw at any time.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003cp\u003eNot applicable.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003ch2\u003eAuthor details\u003c/h2\u003e\u003cp\u003e1Zeynep Ko\u0026ccedil;ali (ORCID ID: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://orcid.org/0000-0001-5625-9933\u003c/span\u003e\u003cspan address=\"https://orcid.org/0000-0001-5625-9933\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e ) Recep Tayyip Erdoğan University, School of Foreign Languages\u003c/p\u003e\u003cp\u003e2Asuman Aşık (ORCID ID: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://orcid.org/0000-0003-3293-1283\u003c/span\u003e\u003cspan address=\"https://orcid.org/0000-0003-3293-1283\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e ) Gazi University, Faculty of Education, Department of English Language Teaching\u003c/p\u003e\u003cp\u003eCorrespondence\u003c/p\u003e\u003cp\u003eZeynep Ko\u0026ccedil;ali\u003c/p\u003e\u003cp\[email protected]\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eThis study has been supported by the Recep Tayyip Erdoğan University Development Foundation (Grant number: 02025009005738)\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eBoth authors listed in the study have materially participated in the research and article preparation. ZK was responsible for the investigation, conceptualization, data collection \u0026amp; analysis, and writing the original draft. AA contributed to conceptualization, data analysis, and manuscript revision. All authors have read and approved the final draft for submission.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eWe would like to extend our sincere gratitude to all the students who participated in this study. Their openness, commitment, and genuine engagement made it possible to reach meaningful and valid conclusions.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets will be available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBaran-Łucarz M. The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. 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J Lang Linguistic Stud. 2014;10(1):1\u0026ndash;17.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eField A. Discovering statistics using IBM SPSS statistics. 5th ed. Sage; 2018.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCreswell JW, Creswell JD. Research design: Qualitative, quantitative, and mixed methods approaches. 5th ed. Los Angeles: Sage; 2018.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eElo S, Kyng\u0026auml;s H. The qualitative content analysis process. J Adv Nurs. 2008;62(1):107\u0026ndash;15.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHuberman M, Miles MB. The qualitative researcher's companion: Sage; 2002.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLandis RJ, Koch GG. The measurement of observer agreement for categorical data. Biometrics. 1977;33(1):159\u0026ndash;74.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMizera CM, Bolin RM, Nugent WR, Strand EB. Facets of mindfulness related to a change in anxiety following a mindfulness-based intervention. J Hum Behav Social Environ. 2016;26(1):100\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eShen Y. Mitigating students\u0026rsquo; anxiety: the role of resilience and mindfulness among Chinese EFL learners. Front Psychol. 2022;13:1\u0026ndash;11.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGao X. Mindfulness and foreign language learners\u0026rsquo; self-perceived proficiency: The mediating roles of anxiety and burnout. J Multiling Multicultural Dev. 2023;45(10):4182\u0026ndash;99.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAyala J, Acuna. Effects mindfulness in the field of English as a foreign language classroom: A literature review. Engl Lang Teach. 2025;18(1):1\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKuit I. 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Clin Psychol Sci Pract. 2003;10(2):144\u0026ndash;56.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGomes A, Vieira dos Santos J, Vieira LS. Meditation effects on anxiety and resilience of preadolescents and adolescents: A randomized controlled study. Children. 2021;8(8):1\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGreer C. An online mindfulness intervention to reduce stress and anxiety among college students. Minnesota: University of Minnesota; 2015.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAltinyelken HK. The benefits of a mindfulness program for university students: A qualitative exploration on intrapersonal and interpersonal relationships. J Humanistic Couns. 2022;62(1):25\u0026ndash;40.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eTran MAQ, Vo-Thanh T, Soliman M, Khoury B, Chau NNT. Self-compassion, mindfulness, stress, and self-esteem among Vietnamese university students: Psychological well-being and positive emotion as mediators. Mindfulness. 2022;13(10):2574\u0026ndash;86.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSmith L. Student perceptions of the effectiveness of mindfulness interventions in the ESL classroom. Utah: Brigham Young University Linguistics Department; 2023.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHutson PF. Implementing mindfulness-based interventions in the first-year composition classroom as an embodied multmodality. El Paso: The University of Texas Faculty of the Graduate School; 2022.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePiscayanti KS, Mujiyanto J, Yuliasri I, Astuti P. The voice of identity: The power of mindfulness-based approach in EFL poetry classroom. Theory Pract Lang Stud. 2024;14(2):376\u0026ndash;84.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHollenback JS. Towards a classroom community: Interaction, culture and mindfulness in second language learning. Utah: Utah State University; 2012.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHeath JA. The efficacy of brief digital mindfulness interventions on student anxiety. Muncie, Indiana: Ball State University; 2021.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZhao X. Exploring the role of mindfulness meditation in facilitating English learning and optimizing classroom teaching. J Psychol Behav Stud. 2024;4(1):81\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eThomas H. Pedagogies of presence: Contemplative education across the disciplines in Aotearoa New Zealand. Manawatū, New Zealand: Massey University; 2020.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eRoeser RW, Skinner E, Beers J, Jennings PA. Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice. Child Dev Perspect. 2012;6(2):167\u0026ndash;73.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFan L, Cui F. Mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in EFL learners. Front Psychol. 2024;15:1\u0026ndash;15.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSchonert-Reichl KA. Social and emotional learning and teachers. future Child. 2017;27(1):137\u0026ndash;55.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Mindfulness, mindfulness-based intervention, foreign language speaking anxiety, English as a foreign language, second language acquisition","lastPublishedDoi":"10.21203/rs.3.rs-7592142/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7592142/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eForeign 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.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAims\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis 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.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSample\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e: 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.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA 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.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe 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.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe 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.\u003c/p\u003e","manuscriptTitle":"Exploring Mindfulness and Language Learning: EFL Students’ Journey Coping with Speaking Anxiety","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-22 19:31:01","doi":"10.21203/rs.3.rs-7592142/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-11-17T10:01:54+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-17T12:20:49+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-12T07:19:12+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"77730273604855011117547573207032036644","date":"2025-10-09T14:52:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"196921114426295712016634244519104482578","date":"2025-10-09T09:17:13+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-10-09T08:09:34+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-09-16T14:04:13+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-09-15T03:44:46+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-09-15T03:44:36+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-09-11T12:40:25+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d873eeac-dc45-4545-921f-4fb5bee06a15","owner":[],"postedDate":"October 22nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-02-16T16:06:55+00:00","versionOfRecord":{"articleIdentity":"rs-7592142","link":"https://doi.org/10.1186/s40359-026-04161-w","journal":{"identity":"bmc-psychology","isVorOnly":false,"title":"BMC Psychology"},"publishedOn":"2026-02-13 15:57:14","publishedOnDateReadable":"February 13th, 2026"},"versionCreatedAt":"2025-10-22 19:31:01","video":"","vorDoi":"10.1186/s40359-026-04161-w","vorDoiUrl":"https://doi.org/10.1186/s40359-026-04161-w","workflowStages":[]},"version":"v1","identity":"rs-7592142","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7592142","identity":"rs-7592142","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}