The Role of Mindfulness in Foreign Language Anxiety: A Systematic Review of Correlational and Intervention Studies

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Background: Foreign Language Anxiety (FLA) represents a substantial affective barrier that undermines cognitive performance, motivation, and retention in language learners. Emerging evidence highlights mindfulness-based interventions as promising strategies for enhancing emotional regulation and reducing anxiety across educational contexts. This review synthesizes current research on mindfulness as a psychological intervention, aims to evaluate its efficacy in alleviating FLA, and discusses its broader implications for health-focused educational policy and practice.

Methods: Following PRISMA guidelines, we systematically reviewed studies examining the relationships between mindfulness and FLA. Our search of four major databases (November 2023) initially identified 346 articles using terms like “mindfulness AND language anxiety.” After screening, 14 studies met our criteria: (1) empirical research in English on mindfulness-FLA relationships; (2) no publication date restrictions. Two independent reviewers selected studies, excluding two due to methodological limitations. We conducted a narrative synthesis given the study heterogeneity (9 correlational and 5 intervention studies).

Results: 9 non-intervention studies demonstrated that mindfulness is negatively associated with FLA, with 3 studies highlighting the mediating roles of self-efficacy and resilience. 5 intervention studies reported inconsistent results regarding the efficacy of mindfulness-based interventions in reducing FLA.

Conclusions: The findings suggest that while mindfulness holds promise as a tool to address FLA, its mechanisms and effectiveness require further investigation. This study underscores the need for rigorous research, including Randomized Controlled Trials (RCTs), to inform evidence-based integration of mindfulness into foreign language curricula. For educational policymakers and practitioners, these insights highlight the importance of adopting mindfulness interventions cautiously, ensuring they are tailored to students’ needs and supported by evidence.