Neuroscientific research has shown that the practice of mindfulness in educational settings enhances the self-regulatory abilities,self-reflection, and metacognitive strategies of both educators and learners (Flook et al., 2013; Meiklejohn et al., 2013). This not only helps improve students’ academic performance but also promotes the psychological well-being of teachers and students.
Emphasizing the cultivation of students’ mindfulness literacy during teaching and integrating the mindfulness dialogue, mindful walking, and other psychological intervention methods into foreign language classroom teaching can help guide students to engage more attentively and mindfully in foreign language learning (Shen, 2023).
In order to effectively enhance students’ mindfulness levels and enable them to better focus their attention and mindfulness on classroom learning, we introduce mindfulness meditation into English classroom teaching (Tao, 2017). This teaching method aims to help students better manage their thoughts, improve concentration, and achieve better results in English learning by cultivating students’ mindfulness awareness. Through the practice of mindfulness meditation, students will learn how to focus their attention on classroom content, reduce distractions, and improve learning outcomes.
Through carefully designed meditation activities and guidance, students will experience and practice mindfulness meditation in a relaxed atmosphere, injecting new vitality and motivation into their journey of English learning. Research results show that students’ attentive listening in class has a significant impact on their academic engagement and achievement (Langer, 2000).
Therefore, mindfulness learning is an effective tool and strategy for improving learning outcomes. Through just two weeks of
practice, mindfulness training can significantly enhance individuals’ ability to learn new information. This new information will be processed by the left hippocampus of the brain using working memory mechanisms (J et al., 2019).
In Sri Lanka, where English is taught as a second language, teachers’ focus and professional skills in creating classroom atmospheres significantly affects student outcomes. Through quantitative observation of 230 students and 9 English teachers before and after an 8-week mindfulness intervention, teachers can alleviate stress and influence student performance through mindfulness and professional skills (Peiris et al., 2022).
In a 9-week study involving students in grades two and three at a primary school, whose native language is Spanish and the second language is English, classroom atmosphere was optimized, and students’ attention to teaching content was improved through mindfulness teaching (Mortimore, 2017).
Mindfulness Meditation Training and the Effects on English Learning Compared with Other Psychological Interventions or Teaching Methods, the implementation of Psychological Capital (Psy Cap) and mindfulness learning training and practice contributes to learners’ proficient mastery of English, academic success, and maintaining high levels of mental health (Lin, 2020).
Studies have found significant gender differences in English learning fatigue among college students, with females exhibiting greater proficiency in foreign language learning. Elevating the standards of English teaching in primary and secondary schools before higher education
and encouraging and reinforcing language learning skills among male students may be beneficial (Xu et al., 2022).
The use of mindfulness meditation has been found to effectively reduce anxiety, demonstrating how mindfulness affects language learning. In the instructional environment, incorporating lavender scent, in an aromatically enriched setting, meditation has positive
effects on both anxiety and learning (Önem, 2015).
Music is also effective in reducing anxiety in English teaching (Önem, 2012). In fact, apart from relaxation and breathing exercises, the use of music in English classrooms is related to anxiety and the success of English teaching (Önem & Ergenç, 2013).
Guided meditation was conducted in English as a Second Language (ESL) classrooms for students of different races with an average age of 12.5. Teachers can use mindfulness applications or audio to guide students in mindfulness practice, providing guidance and support. Before the first guided meditation, she explained the concept of meditation and the potential benefits of meditation, followed by a 3-minute meditation, during which researchers played gentle background music and read prepared scripts. She pointed out that meditation is a “classroom management technique, a method of introducing new vocabulary, a way to quickly create a calm, focused environment, and thus a method to reduce emotional filtering” (Jenkins, 2015).
Conclusion and Discussion
Students hold an overall positive attitude towards meditation practice, and various meditation exercises have significant value in designing new teaching methods (Zeilhofer, 2023). Mindfulness intervention, as an intervention method integrating positive psychology, has broad application prospects in the medical field. Mindfulness not only enhances individual well-being but also improves interpersonal relationships and increases psychological resilience (Seear & Vella-Brodrick, 2013).
With the deepening research and promotion of mindfulness intervention in China, it is believed that in the near future, it will bring positive effects to more people’s lives (Allen et al., 2021). Mindfulness is widely applied in the medical field, but its relationship with positive psychology remains to be further explored. By studying the effects of different types and degrees of mindfulness meditation training on English learning and the neural mechanisms of these effects, such as hippocampus and prefrontal cortex working memory, and the psychological mechanisms of anxiety. Methods such as breathing exercises, mindful walking, and mindful activities show significant positive effects in English learning by regulating emotions, enhancing focus, and reducing anxiety levels, effectively enhancing English
learning outcomes and student motivation.
However, during implementation, special attention should be paid to the timing of
mindfulness meditation practice, such as whether it is during or after class, to ensure its positive effects on English learning. Future research can further explore the application effects of mindfulness meditation in various stages of English learning, providing richer and more specific theoretical and practical support for English teaching.
Although mindfulness meditation has significant advantages in learning, there are also some limitations in practical implementation. For example, individuals need to invest a certain amount of time and effort in mindfulness meditation practice, which may cause some learners to feel time pressure and anxiety during English learning.
Therefore, teachers need to carefully schedule mindfulness meditation time in actual teaching to ensure its positive impact on students’ English learning. Mindfulness
meditation has a positive impact on English learning and classroom teaching, but its specific effects are influenced by various factors such as the type, duration, and frequency of mindfulness meditation. More empirical research on neural and psychological
mechanisms is needed to verify its effects on English learning and explore the best combination methods.
Mindfulness shows broad application prospects in the field of education. By cultivating students’ awareness, emotional regulation abilities, and self- efficacy, mindfulness training can significantly improve the lifelong learning outcomes of teachers and students. The promotion
and application of mindfulness training education system will undoubtedly inject new vitality into the development of education.
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