Calm the Mind, Unlock the Voice: A Bayesian Longitudinal Analysis of Mindfulness and EFL Speaking Anxiety
Mojtaba Khatami, Ferdi Çelik, Raees Calafato, Sonia Sharmin
International Journal of Applied Linguistics June 26, 2025 DOI: 10.1111/ijal.12785 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Longitudinal study Peer reviewed |
|---|---|
| Sample size | 259 |
| Population | Bangladeshi undergraduates studying English as a foreign language |
| Duration | One semester, with data collected at three-monthly intervals |
| Measures | English Language Speaking Anxiety Scale, Langer Mindfulness Scale |
| Topics | Anxiety Meditation |
| Keywords | Education |
| Key findings | Mindfulness and English-speaking anxiety showed a progressively strengthening negative association over a semester, with Bayesian evidence moving from anecdotal to moderate or strong. Cross-lagged analyses indicated that high mindfulness in one month was associated with lower speaking anxiety in the following month. The authors propose mindfulness as a modifiable factor for reducing language anxiety. |
Abstract
This longitudinal study investigated the dynamic relationship between mindfulness and English‐speaking anxiety among 259 Bangladeshi undergraduates over a semester. Data were collected at three‐monthly intervals using the English Language Speaking Anxiety Scale and the Langer Mindfulness Scale, addressing four research objectives: (1) the cross‐sectional correlation between mindfulness and speaking anxiety at each time point, (2) temporal changes in this correlation across the semester, (3) Bayesian evidence for an inverse relationship, and (4) the association between mindfulness and speaking anxiety. Correlation analyses revealed a progressively strengthening, negative association, supported by Bayesian evidence that shifted from anecdotal (Month 1) to moderate/strong (Months 2–3). Cross‐lagged analyses further demonstrated that high mindfulness in one month was associated with lower speaking anxiety in the following month. These findings highlight mindfulness as a modifiable factor for mitigating language anxiety and provide empirical support for integrating mindfulness‐based interventions into university EFL curricula to enhance oral communication skills. Practical recommendations are proposed for educators, policymakers, and mental health professionals to foster psychologically supportive language‐learning environments.