The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 41، شماره 1، اردیبهشت 2022، صفحه 69-101 اصل مقاله (606.94 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2021.39016.2911 | ||
| نویسندگان | ||
| Haniyeh Moghadam1؛ Afsaneh Ghanizadeh* 1؛ Behzad Ghonsooly2 | ||
| 1Imam Reza International University, Iran | ||
| 2Ferdowsi university of Mashhad | ||
| چکیده | ||
| The present article experimentally studied the impact of mindfulness-cultivating intervention on various dimensions of learning. The mindfulness-cultivation techniques employed in the experimental group involved observance of all experience, analyzing, planning, judging, reasoning, and fantasizing (van Vreeswijk, et al., 2014). Furthermore, Pirson et al.’s (2012) contention that mindfulness encompasses four facets of attributes:; novelty producing, novelty seeking, engagement, and flexibility informed the selection of techniques. Learners’ level of proficiency was checked before the treatment. Before and after the treatment, three questionnaires were employed: 1) Langer Mindfulness Scale 2) Reflective thinking questionnaire 3) Positivity Scale. Multivariate Analysis of Variance (MANOVA) results demonstrated, approximately 50 percent of variance in reflective thinking was predicted by these techniques. Furthermore, the results via independent samples t -test demonstrated that positive orientation and language achievement promoted in the experimental group, thus implying that the intervention executed in the experimental group was effective in enhancing these two factors as well. | ||
| کلیدواژهها | ||
| EFL learners؛ mindfulness؛ mindfulness-cultivating intervention؛ positive orientation؛ reflective thinking | ||
| مراجع | ||
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