Compassion and the Student Experience

Gill, Sandip K.; Ursuleanu, A.

doi:10.1007/978-3-319-57783-8_16

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…Compassion and mindfulness are effective boosters of engagement, and therefore, they ought to be taught in schools to make learners ready to encounter the busy globe along with all the instruments that are demanded by society. To be compassionate, the teacher should provide learners with a safe platform, helps them to improve their experience and be more motivated, along with nurturing their advancement in learning [ 79 ].…”

Section: Conclusion Pedagogical Implications and Future Directionmentioning

confidence: 99%

Mitigating EFL students' academic disengagement: The role of teachers’ compassion and mindfulness in China

Xue¹

2023

Heliyon

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Section: Conclusion Pedagogical Implications and Future Directionmentioning

confidence: 99%

Mitigating EFL students' academic disengagement: The role of teachers’ compassion and mindfulness in China

Xue¹

2023

Heliyon

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“…Given the essential link between compassion and education, it is imperative for educators to focus more on learners’ emotion, allow learners to share their views, show understanding toward learner’ shyness as well as encourage them to participate in the well-designed class activities. The implementation of educators’ compassionate actions provides learners with a safe and trusting platform, and serves to enhance learners’ experience, giving them motivation and joy, as well as fostering their progression in learning ( Gill and Ursuleanu, 2017 ). While the notion of compassion has attracted the attention of many education researchers, any exploration on its relevance to EFL domain remains limited.…”

Section: Review Of Literaturementioning

confidence: 99%

The Role of English as a Foreign Language Teachers’ Mindfulness and Compassion in Fostering Students’ Foreign Language Enjoyment

Huang

2022

Front. Psychol.

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With the popularity of positive psychology in English as a Foreign Language (EFL) teaching and learning, learners’ positive emotions have attracted great academic attention. Foreign language enjoyment (FLE) is regarded as a constructive emotion and key component for learners’ academic engagement that is affected by educators’ emotions and psychological attributes. Earlier studies have proved the positive role of educators’ mindfulness and compassion in reducing learners’ negative feelings, boosting their positive emotions and building a harmonious teacher-student rapport. Through mindful and compassionate training, EFL teachers are skilled at creating a joyful learning atmosphere, showing understanding and support toward learners, as well as inspiring learners with enthusiasm and joy. The present review makes efforts to emphasize the significant effect of EFL teachers’ mindfulness and compassion on fostering students’ FLE. Moreover, a number of practical implications are provided for EFL teachers, teacher educators, school managers, and future directions are offered for enthusiastic researchers to conduct similar and complementary research in the field of foreign language education.

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Academic Integrity Socialization and Language Competency Training for Canadian Undergraduate Students During the COVID-19 Pandemic

Khoo

Irwin²

2022

Academic Integrity: Broadening Practices, Technologies, and the Role of Students

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Compassion and the Student Experience

Cited by 3 publications

References 3 publications

Mitigating EFL students' academic disengagement: The role of teachers’ compassion and mindfulness in China

Mitigating EFL students' academic disengagement: The role of teachers’ compassion and mindfulness in China

The Role of English as a Foreign Language Teachers’ Mindfulness and Compassion in Fostering Students’ Foreign Language Enjoyment

Academic Integrity Socialization and Language Competency Training for Canadian Undergraduate Students During the COVID-19 Pandemic

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