Acceptability and preliminary outcomes of bilingual guided meditation (BGM®) in the college foreign language classroom
Qinghong Cai
Study at a glance
AI-extracted from the abstract| Characteristics | Mixed methods exploratory study with a controlled trial component Qualitative |
|---|---|
| Sample size | 60 |
| Population | Undergraduate Chinese language learners at a large, urban private university in the New England area |
| Intervention | Bilingual Guided Meditation (BGM®) |
| Topics | Meditation |
| Key findings | The BGM® group showed significantly greater reductions in foreign language anxiety than a control group, with a modest effect size (n=60, η2=.206), and significantly higher gains in Chinese language skills, with a weak effect size (n=60, η2=.067). Students described greater relaxation, stress reduction, confidence, and enhanced learning and concentration, and most supported continuing the program. |
Abstract
Bilingual Guided Meditation (BGM®) is an innovative contemplative practice designed to reduce college students' anxiety while learning a foreign language and to optimize foreign language learning in a relaxed and positive mindset. The BGM® program is novel in its combination of bilingual positive suggestion with the benefits of guided meditation and relaxing background music. This exploratory study evaluates the acceptability and preliminary outcomes of the BGM®. Participants were undergraduate Chinese language learners who practiced the BGM® as language class activities, compared with a control group, at a large, urban private university in the New England area. The study utilized a mixed methods approach. The outcomes of the BGM® were assessed by a quantitative method. Baseline and post-intervention anxiety levels regarding foreign language learning were compared within the BGM® group. Reduction of anxiety was significant (n=31, p = .000). A controlled trial was used to assess the anxiety reduction difference between the BGM® group and the control group as well. Results yielded significantly larger anxiety reduction with a modest effect size (n=60, p =.000, η2 = .206) for the BGM® group compared to the control group. A controlled trial was also used to assess Chinese language skills at baseline and post-intervention. Results indicate significantly higher gains in Chinese language skills for the BGM® group compared to the control group (n=60, p =.048) with a weak effect size (η2 = .067). The acceptability of the BGM® was investigated by a qualitative method using a semi-structured, open-ended questionnaire to gain students perspectives. Themes of student responses to the BGM® program included (a) greater relaxation and calmness; (b) stress/anxiety reduction; (c) more confidence in their Chinese class performance; (d) enhanced learning (pronunciation, speaking, and listening) and (e) enhanced concentration abilities in the Chinese classroom. Most students responded positively to the use of the BGM® program, showing appreciation and encouraging the continuation of BGM® as part of their Chinese learning experience. Overall, students perceived the BGM® as a good way to create a relaxed learning environment and positive mindset. Findings suggest that the BGM® is acceptable to students, and that it has a positive impact on anxiety reduction and academic enhancement.
Comparable studies
Other non-randomized and open-label trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness-Based Stress Reduction in Relation to Quality of Life, Mood, Symptoms of Stress, and Immune Parameters in Breast and Prostate Cancer Outpatients Early-stage breast and prostate cancer patients | 2003 | Pre-post intervention study | n = 59 |
| Exploring self‐compassion and empathy in the context of mindfulness‐based stress reduction (MBSR) Community sample | 2010 | Pre-post intervention study | |
| Mindfulness-Based Stress Reduction Lowers Psychological Distress In Medical Students Second-year medical students | 2003 | Prospective nonrandomized cohort-controlled study | n = 302 |
| Intensive meditation training, immune cell telomerase activity, and psychological mediators. Retreat participants and matched controls | 2011 | Controlled trial with wait-list control group | n = 60 |
| The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents Children aged 8-12 with ADHD and their parents | 2011 | Within-group waitlist controlled trial | n = 22 |
Citations in the library
Cites 14
- The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology 2003
- How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective Perspectives on Psychological Science October 14, 2011
- Alterations in Brain and Immune Function Produced by Mindfulness Meditation Psychosomatic Medicine July 1, 2003
- Long-term meditators self-induce high-amplitude gamma synchrony during mental practice Proceedings of the National Academy of Sciences November 8, 2004
- The psychological effects of meditation: A meta-analysis. Psychological Bulletin May 14, 2012
and 9 more in the library