Mindfulness in the Foreign Language Classroom: Influence on Academic Achievement and Awareness

Autor/in	Zeilhofer, Luisa
Titel	Mindfulness in the Foreign Language Classroom: Influence on Academic Achievement and Awareness
Quelle	In: Language Teaching Research, 27 (2023) 1, S.96-114 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zeilhofer, Luisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820934624
Schlagwörter	Metacognition; Second Language Learning; Academic Achievement; Social Emotional Learning; German; College Students; Self Control; Student Attitudes; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zweitsprachenerwerb; Schulleistung; Deutscher; Collegestudent; Selbstbeherrschung; Schülerverhalten; Ausland
Abstract	Incorporating mindfulness into education has been linked to improving academic, social and emotional learning. This article describes an investigation of the implementation of meditative practices in a foreign language setting (German). Two classes underwent distinct varieties of meditation: The count-to-ten method and the guided meditation approach, whereas a third class served as a comparison group by not partaking in meditative activities. Meditative practices were implemented for a period of one year and data were collected on students' academic achievement, measures of mindfulness, and evaluations of their perspectives on meditative practices. Results revealed that classes in the treatment conditions showed marked signs of academic achievement and increased awareness relative to the comparison group. Differences were revealed between the two meditation methods in terms of distinct aspects of mindfulness as measured by the five-facet mindfulness questionnaire (FFMQ). In addition, students showed a positive disposition towards meditative practices in general, which was measured by a new developed instrument: the five spheres of meditation experience survey (FSMES). Results suggest that meditative practices may play a role in designing and developing novel pedagogical practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01