Mindfulness Meditation as an Intervention for Foreign Language Anxiety: Evidence from Indonesian ESL Learners in Singapore
Kwan Hong Tan
EIU Journal of Action Research July 7, 2026 DOI: 10.67933/0046 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Mixed-methods action research, single-group pilot study Qualitative Peer reviewed |
|---|---|
| Sample size | 60 |
| Population | Indonesian-background ESL learners aged 7-9 in Singapore |
| Intervention | Mindfulness meditation |
| Duration | 12 sessions across four weeks |
| Measures | Foreign Language Anxiety (FLA) scale |
| Topics | Anxiety Meditation |
| Key points | FLA scores significantly decreased from pre-test (M = 4.25, SD = 0.85) to post-test (M = 2.95, SD = 0.75), with a large within-group effect (Cohen's dz = 0.73). Self-reported language gains were strongest for speaking (25%), followed by writing (20%), listening (18%), and reading (15%). |
Abstract
This exploratory single-group pilot study examined whether a brief mindfulness-meditation routine was associated with lower Foreign Language Anxiety (FLA) and improved language-learning experience among Indonesian ESL learners in Singapore. Through a mixed-methods action research design, the study conducted twelve face-to-face mindfulness sessions across four weeks with young learners who showed signs of language-related anxiety. The final analytic sample comprised 60 Indonesian-background learners aged seven to nine years, with complete pre- and post-intervention data and no recorded attrition. Within-group analysis showed a statistically significant reduction in FLA scores from pre-test to post-test (Mpre = 4.25, SD = 0.85; Mpost = 2.95, SD = 0.75; t(59) = 5.67, p < .001, Cohen’s dz = 0.73). Because the study did not include a comparison or waitlist control group, the results should be interpreted as preliminary within-group associations rather than as causal proof of intervention effectiveness. Self-reported language gains were strongest for speaking (25%), followed by writing (20%), listening (18%), and reading (15%), while a classroom-based performance indicator suggested improved willingness to attempt English tasks. Qualitative observations and learner feedback highlighted greater calmness, focus, engagement, and a more supportive classroom dynamic. The study suggests that age-appropriate mindfulness practices may be useful as a low-risk support within ESL instruction, while future controlled studies using stronger objective language measures are required.
Comparable studies
Other non-randomized and open-label trials on anxiety, most cited first.