The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement

This article experimentally studied the impact of the mindfulnesscultivating intervention on various dimensions of learning. The mindfulness-cultivation techniques employed in the experimental group involved observance of all experience, analyzing, planning, judging, reasoning, and fantasizing. Besides, the contention that mindfulness encompasses four facets of attributes: novelty producing, novelty-seeking, engagement, and flexibility informed the selection of techniques. Learners’ level of proficiency was checked before the treatment. Three questionnaires were employed before and after the treatment: 1) Langer Mindfulness Inventory, 2) Reflective Thinking Scale 3) Positivity Questionnaire. MANOVA results demonstrated that these techniques predicted approximately 50 percent of the variance in reflective thinking. Furthermore, the independent samples t-test verified that positive orientation and language achievement were fostered in the experimental group, thus implying that the intervention executed in the experimental group was effective in enhancing these two factors. The study findings have useful implications for English language teachers, learners, and others involved in language education.