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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
open access

Published: 15 December 2022

Impact of Mindfulness Training on EFL Learners’ Willingness to Speak, Speaking Anxiety Levels and Mindfulness Awareness Levels

Ceylan Yangın Ersanlı, Tuğba Ünal

Ondokuz Mayıs University (Turkey), Samsun University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Pages: 429-448

Keywords: Mindfulness, Speaking Anxiety, Tertiary Level EFL Learners, Willingness to Speak


There has been a rise of interest in mindfulness and its effects on the educational context during the last several decades. The research study aims to investigate the effects of mindfulness training on EFL students’ level of speaking anxiety, willingness to speak in the target language, and their levels of mindfulness awareness. The perceptions of participants were also investigated in this study. In total, 41 sophomore students who were studying in the Aviation Management Department (20 in the experimental group, 21 in the control group) participated in the study. The participants were taking General English Courses for 8 hours every week in one of the state universities in the Black Sea Region, Turkey. To reduce the risk of bias, the data were gathered at different times and from multiple sources; questionnaires, and interviews. For quantitative data, the Turkish adapted versions of the Mindfulness Attention and Awareness Scale (MAAS), Foreign Language Classroom Anxiety Scale (FLCAS), and Willingness to Communicate Scale (WTC) were utilized as pre and post-tests. For qualitative data, Semi-structured Interviews were conducted. The findings of the study revealed that mindfulness had a positive effect on participants’ willingness to speak, their speaking anxiety levels, and their mindfulness-awareness levels. Qualitative data also showed that the participants got huge benefits not only in the English language learning context but also in different areas of their lives.


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