Mindfulness-based approaches and their influence on reducing foreign language anxiety in EFL learners
Research Studies in English Language Teaching and Learning September 28, 2025 DOI: 10.62583/rseltl.v3i5.115 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Population | 10–15 undergraduate EFL students at a Polish university |
| Interventions | Mindfulness-based strategies guided breathing reflective pauses meditation mindful journaling |
| Topics | Anxiety Meditation |
| Key findings | Learners reported that mindfulness strategies reduced stress, slowed physiological anxiety signs, and supported oral participation, with many describing greater confidence, less fear of mistakes, and improved focus. However, some participants were sceptical or experienced only temporary relief, citing feelings of strangeness, sleepiness, or continued exam-related anxiety. The authors argue mindfulness can be a valuable supplementary EFL classroom practice, while noting the need for flexible, context-sensitive integration. |
Abstract
This study explores how mindfulness-based strategies, including guided breathing, reflective pauses, meditation, and mindful journaling, influence English as a Foreign Language (EFL) learners’ experiences of foreign language anxiety (FLA) and oral communication in a Polish university. Using a qualitative interpretive design, data were collected through semi-structured interviews, reflective journals, and classroom observations from 10–15 undergraduate students. Thematic analysis revealed four central themes: calming the mind to ease language anxiety, building confidence through inner awareness, mindfulness as a tool for focus and clarity, and persistent doubts and uneven effects. Learners reported that mindfulness reduced stress, slowed physiological signs of anxiety, and created a sense of calmness that supported oral participation. Many participants described greater self-confidence, reduced fear of mistakes, and improved attentional focus, with some noting enhanced memory and clarity during tasks. However, others expressed scepticism or experienced only temporary relief, citing feelings of strangeness, sleepiness, or continued exam-related anxiety. These findings suggest that mindfulness can be a valuable supplementary practice in EFL classrooms, supporting emotional regulation, confidence, and focus, while also highlighting the need for flexible and context-sensitive integration. The study contributes to growing evidence on mindfulness as a promising pedagogical tool for addressing affective barriers in language learning.