A Mindful Approach to Language Learning: Investigating Attitudes, Self-Efficacy, and Well-Being in the EFL Classroom

A Mindful Approach to Language Learning: Investigating Attitudes, Self-Efficacy, and Well-Being in the EFL Classroom This study aimed to explore the effect of a 13-week mindfulness intervention program conducted in English, within the framework of English Foreign Language lessons for 10th-grade students. The aspects researched were attitudes, language self-efficacy, and student well-being, which are essential components for successful foreign language learning. Fifty-seven 10th-grade students were divided into an experimental group and a control group. A mixed-methods approach was employed, combining quantitative questionnaires to assess the students' self-efficacy and attitudes pre- and post-stage, and qualitative data collected from semi-structured questionnaires, which underwent content analysis according to the WHO-5 scale for elements of well-being. Results show a significant improvement in self-efficacy post-stage among the experimental group, whereas no significant improvements were found among the control group. Furthermore, the content analysis of the qualitative data reveals that, overall, students who underwent the mindfulness intervention program experienced a reduction in school-related stress, an improvement in coping strategies, a perceived enhancement in their EFL abilities, and a general sense of well-being in the EFL classroom. This study combines foreign language learning with contemplative pedagogy, providing a springboard for further research in similar interdisciplinary fields. Keywords: mindfulness, mindfulness-based interventions, EFL, self-efficacy, well-being, foreign language anxiety