CONTEMPLATIVE ACTIVITIES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: A RESEARCH SYNTHESIS
Eva Dargo, Zdena Kráľová, Marek Hampl
Łódzkie Studia Humanistyczne June 18, 2026 DOI: 10.32782/2956-333x/2026-5-2 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Review Peer reviewed |
|---|---|
| Key findings | The review argues that contemplative methods hold theoretical promise for EFL teaching, but empirical evidence for their effectiveness remains limited. It suggests potential benefits include enhanced metacognitive awareness, reduced language anxiety, and improved intercultural competence, while noting the need for more research. |
Abstract
This article examines the role of contemplative activities in teaching English as a foreign language (EFL), synthesizing theoretical foundations, empirical evidence, and practical implications. Contemplative teaching, characterized by mindfulness, compassion, and integrity, represents a holistic approach that engages learners’ cognitive, affective, and somatic dimensions. The review analyzes existing research, finding that while contemplative methods hold theoretical promise, empirical evidence for their effectiveness remains limited. Nevertheless, contemplative activities demonstrate potential for enhancing metacognitive awareness, reducing language anxiety, fostering intercultural competence, and supporting learner identity development. Practical applications across reading, writing, listening, and speaking skills are discussed, including contemplative engagement with authentic literature, mindful listening exercises, and reflective journaling.