The Effect of Mindful Learning on Students’ Writing Competency

Abstract

In developing students’ writing competency, teacher’s strategy and engagement in writing process is very crucial. The strategy of teaching writing should not only focus on language aspects but also should help the students in developing their critical thinking and problem solving skill. The current study investigated the effect of midful learning on students’ writing comptency. This study was an experiment study with posttest only control group design. 71 EFL students were involved in this study. In collecting the data,this study used writing competency test and rubric for assessing. The collected data were analzyed using descriptive and inferential statistics. The result of descprtive statistics showed that the mean score of writing competency of experiment group (82.25) was higher than the control group (78.67). A significant mean difference is identified from the result of t test (Sig. .005.) The result of effect size test showed a medium effec (.68) t. Thus, it can be concluded that mindful learning significantly affects students’ writing competency. Discussions and suggestions are further presented.

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“…Szerencsés, ha a mindful tanulási modellt alkalmazó írásfeladat projektjellegű: pontosan meghatározott céllal, tudatosan felépített feladatsor, egy közösen meghatározott, a csoport tagjai számára ösztönző, akár provokatív témával vagy problémával kapcsolatosan nagy mennyiségű célnyelvi információ begyűjtése után csoportokban vita és brainstorming szervezése, ahol a nyelvtanulók kifejezhetik a véleményüket, megoszthatják az ötleteiket, javaslataikat. A végeredmény, a célkitűzésben meghatározott írásfeladat ezáltal egy tudatosan felépített gondolkodási és tanulási folyamat terméke lesz, a felvetett problémát több szemszögből megvizsgáló, arra alternatív megoldásokat kínáló, a nyelvtanulót várhatóan aktívan bevonó munka, amely során számos 21. századi készsége fejlődhet (Noone et al, 2016;Saputra et al, 2020). A feladatokat alacsonyabb nyelvi szinteken is kipróbálhatjuk, egyszerűbb témákkal, szűkebb szókinccsel, rövidebb és egyszerűbb írásproduktum elvárásával is hasonlóan elérhetjük a fenti célokat.…”

The Impact of Mindful Learning on Subjective and Psychological Well-Being in Postgraduate Students

“…Mindful learners are more persistent and engaged in learning [11] and have positive academic achievements [12,13]. Indeed, mindful learning correlates with several cognitive and affective outcomes, such as students' cognitive flexibility [14], competency [15], academic self-efficacy [16], and academic emotions [17]. These cognitive and affective factors in learning play important roles in students' academic life, including their psychological health [18].…”

The impact of mindful learning on subjective and psychological well-being in postgraduate students

“…Mindful learners are more persistent and engaged in learning (Lin, 2020), and have positive academic achievements (Anglin et al, 2008;Wang & Liu, 2016). Indeed, mindful learning correlates with several cognitive and affective outcomes, such as students' cognitive exibility (Haller et al, 2017), competency (Saputra et al, 2020), academic self-e cacy , and academic emotions (Yanko & Yap, 2020). These cognitive and affective factors in learning play important roles in students' academic life, including their psychological health (Hassed & Chambers, 2014).…”