EFL Teachers’ Mindfulness and Emotion Regulation in Language Context

Wang, Na

doi:10.3389/fpsyg.2022.877108

Cited by 4 publications

(3 citation statements)

References 32 publications

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“…Therefore, empathy plays a crucial role in fostering a meaningful life characterized by compassion and social awareness (Cairns et al, 2021;Horwitz et al, 1986). In line with the pedagogical implications of increasing students' positive feelings in their classrooms (Dorniye & Otto, 1998), for the purposes of this paper, empathy is accepted as contributing to foreign language learners achievement (Wang, 2005). According to Brown (1973), empathetic qualities were assumed effective in the classroom as they embody features, such as interpersonal skills and eagerness to foster the point of view of a person of a different background.…”

Section: Introductionmentioning

confidence: 80%

The Effect of Empathy-enhancing Techniques on EFL Learners’ Empathy, Language Proficiency, and Perception of Classroom Activities

Karimian

2022

J. Contemp. Lang. Res.

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Introduction: Learning English as a foreign language has been affected by new teaching approaches in the field of teaching. There is a keen in shift from studying teachers’ teaching to learners’ learning and learners' psychological and social factors. Therefore, the current study aimed to examine the impact of empathy- enhancing techniques on EFL learners’ language proficiency, perception of classroom activities, and empathy. Methodology: To do so, three main variables were measured among 60 participants, devided into two groups of control and experimental. The Empathy Formative Questionnaire, Students' Perceptions of Classroom Activities' Scale, and Nelson English Language Test were utilized in order to evaluate students’ level of empathy, perceptions of classroom activities (interest, challenge, joy, and choice), and measure learners’ proficiency in both experimental and control groups, respectively. Unlike the control group, the experimental group were subjected to emphathy-based tasks and activities. Results: The obtained result indicated that empathy-enhancing techniques had a positive and significant effect on learners' empathy and language achievement, but not on perception. Conclusion: It can be concluded that enhancing empathy in learners and concentration on emotion positively affects language learning and diminishes recklessness.

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Section: Introductionmentioning

confidence: 80%

The Effect of Empathy-enhancing Techniques on EFL Learners’ Empathy, Language Proficiency, and Perception of Classroom Activities

Karimian

2022

J. Contemp. Lang. Res.

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“…Mindfulness practice fosters a pleasant and supportive learning environment by boosting self-esteem, mood control, and social skills. This enhances students' engagement in academic material and improves their interactions with classmates and teachers (Wang, 2022).…”

Section: Emotional Regulation and Its Impact On Learning And Academic...mentioning

confidence: 99%

“…Research proved that mindfulness is related to mental health (Wang, 2022), which then affected students' academic performance (Bóo et al, 2019). Mindfulness also had a positive effect on decreasing depression (Morgan, 2003).…”

Section: Introductionmentioning

confidence: 99%

Mindfulness and Academic Performance: A Literature Review

Indriaswuri,

Gading,

Suranata

et al. 2023

Migrat. Lett.

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Mindfulness, a state of mind adopted from Buddhist philosophy, has been widely applied to improve focus and awareness. In education, mindfulness helps students with mental and emotional problems, which results in increased academic achievement. The objective of this literature review is to analyze the influence of mindfulness on academic achievement. This review emphasizes the beneficial impact that mindfulness has on concentration, self-control, and general well-being, ultimately leading to improved academic achievement in students.

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Integrating positive psychology into an English as a foreign language teacher education program

Oladrostam,

Rahmati,

Nushi

2024

Asian. J. Second. Foreign. Lang. Educ.

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Positive psychology (PP) is the study of the role of positive emotions in optimizing performance. In response to a dearth of research on harnessing the potential of PP in enriching language teacher education, the present study aimed at integrating PP into an English as a foreign language teacher education program to assess its effects on the development of positivity among teachers and possible improvement in their instructional practice. To that end, first the PERMA-Profiler was administered to 25 teachers, who were about to attend a teacher training course. The results of this phase revealed the need for an intervention to raise three focal participants’ awareness of the tenets of PP since they scored below the mean on the scale. During the second phase, the three focal participants were trained in the principles of PP for six weeks. They were also asked to write reflections about the instruction they received on a weekly basis. Thematic analysis of their reflections indicated that the teachers formed positive emotions, engagement, relationship, meaning, and accomplishment, which resulted in their enhanced instructional practice. Moreover, the participants believed that the intervention helped them actively engage with the main teacher training course. The findings imply that PP has the potential to enrich teacher education programs.

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EFL Teachers’ Mindfulness and Emotion Regulation in Language Context

Cited by 4 publications

References 32 publications

The Effect of Empathy-enhancing Techniques on EFL Learners’ Empathy, Language Proficiency, and Perception of Classroom Activities

The Effect of Empathy-enhancing Techniques on EFL Learners’ Empathy, Language Proficiency, and Perception of Classroom Activities

Mindfulness and Academic Performance: A Literature Review

Integrating positive psychology into an English as a foreign language teacher education program

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