The effects of mindfulness practices on speaking anxiety and performance among introvert vs. extrovert EFL learners
DOI:
https://doi.org/10.62697/rmiie.v4i3.215Keywords:
Mindfulness, speaking anxiety, introvert learners, extrovert learnersAbstract
This study examined the effects of mindfulness practices on speaking performance and speaking anxiety among introverted and extroverted English as a Foreign Language (EFL) learners. A non-equivalent quasi-experimental pretest-posttest design was used with 60 intermediate male EFL learners aged 17–23 from a private language institute in Ardabil, Iran. Participants were divided into four groups: two experimental groups (extroverts and introverts) who received mindfulness training, and two control groups who did not. The mindfulness program included eight 40-minute sessions aimed at fostering awareness, focus, and relaxation techniques to reduce anxiety and enhance speaking skills. Results indicated that mindfulness significantly improved speaking performance and reduced anxiety levels in the experimental groups compared to controls. Learners who underwent mindfulness training showed notable progress in speaking ability and decreased anxiety. The findings suggest that integrating mindfulness into language education is an effective approach to addressing common challenges such as speaking anxiety and performance issues. Additionally, the study emphasized the importance of considering individual differences, such as personality type, when implementing mindfulness interventions. Overall, this research offers valuable insights into how mindfulness can enhance speaking skills and alleviate anxiety in EFL learners, providing useful implications for language teachers, educators, and researchers aiming to improve language teaching methodologies.
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