The Effectiveness of Classroom-Based Mindfulness Training on Foreign Language Anxiety, Emotion Regulation, Perceived Stress, Self-Efficacy, and Speaking Performance in Iranian EFL Learners

Objective: This study examined the effectiveness of classroom-based mindfulness training on Iranian EFL learners’ foreign language anxiety, emotion regulation (reappraisal and suppression), perceived stress, self-efficacy, and speaking performance.

Method: A quasi-experimental pretest–posttest control-group design was employed with 60 Iranian EFL learners assigned to a mindfulness group (n = 30) or a control group (n = 30). Participants completed measures of language anxiety, perceived stress, emotion regulation strategies (cognitive reappraisal and expressive suppression), and Bandura-based self-efficacy at pretest and posttest. Speaking performance was assessed using a structured oral task rated with an analytic rubric. After assumption checks (normality of residuals, homogeneity of variance, and homogeneity of regression slopes), ANCOVAs were conducted for each outcome using posttest scores as dependent variables, group as the fixed factor, and the corresponding pretest score as the covariate.

Results: After controlling for baseline scores, significant group effects favored the mindfulness condition for all outcomes (all ps < .001). The mindfulness group showed lower language anxiety (F(1,57) = 42.98, η²p = .43), higher reappraisal (F(1,57) = 24.92, η²p = .30), lower suppression (F(1,57) = 15.02, η²p = .21), lower perceived stress (F(1,57) = 29.84, η²p = .34), higher self-efficacy (F(1,57) = 25.77, η²p = .31), and higher speaking performance (F(1,57) = 38.92, η²p = .41) compared with the control group.

Conclusion: Classroom-based mindfulness training appears to be an effective, feasible approach for reducing language-related distress and enhancing emotion regulation, self-efficacy, and speaking performance among Iranian EFL learners.