Contemplative practices in foreign language teaching: a systematic review

A systematic review of seven studies found that contemplative practices—such as mindfulness, breathing meditation, reflective journaling, guided imagery, and dialog activities—can enhance academic achievement, classroom climate, learner motivation, resilience, and attitudes toward language learning in foreign language teaching. In several quasi-experimental studies, intervention groups improved speaking fluency and willingness to communicate compared with control groups, but results for foreign language anxiety, self-regulation, and critical thinking were inconsistent or statistically non-significant. The evidence is limited by small sample sizes (ranging from 11 to 249 participants), predominantly non-randomized designs, and methodological diversity. The review identifies significant research gaps, including no European studies and a lack of long-term or large-scale investigations.

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Abstract

Abstract The integration of contemplative practices in foreign language teaching (FLT) has gained increasing attention for its potential to enrich educational experiences and outcomes. This systematic review synthesizes empirical evidence on contemplative practices in FLT and examines their reported advantages, limitations, pedagogical implications, and geographical distribution. Following PRISMA guidelines, studies were identified through searches of Web of Science, Scopus, and Google Scholar conducted in January to March 2025. Eligible studies were peer-reviewed empirical articles published in English that explicitly addressed contemplative practices within the context of FLT. Due to methodological heterogeneity and the limited number of eligible studies, no formal risk-of-bias tool was applied; however, key methodological characteristics were considered when interpreting findings. A narrative synthesis approach was employed, and no meta-analysis was conducted. Seven studies, with sample sizes ranging from 11 to 249 participants, met the inclusion criteria. The findings indicate that contemplative practices – such as mindfulness, breathing meditation, reflective journaling, guided imagery, and dialog activities – have shown potential to enhance academic achievement, classroom climate, learner motivation, resilience, and attitudes toward language learning. In several quasi-experimental studies, intervention groups demonstrated improvement in speaking fluency and willingness to communicate compared with control groups; however, results concerning foreign language anxiety, self-regulation, and critical thinking were inconsistent or statistically non-significant across studies. The overall certainty of the evidence remains limited due to small sample sizes, predominantly non-randomized designs, and methodological diversity. Nonetheless, the review highlights the pedagogical promise of contemplative practices in FLT. It identifies significant research gaps, including the absence of European studies and the lack of long-term or large-scale investigations, underscoring the need for more rigorous and conceptually coherent research in this emerging field.