Exploring the Role of Mindfulness Meditation in Facilitating English Learning and Optimizing Classroom Teaching

Mindfulness meditation is a technique for regulating attention and emotions, which can help individuals enhance self-awareness and reduce stress. This paper aims at review the positive effects of mindfulness meditation on English learners and teachers, including improving English learning abilities...

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Bibliographic Details
Published in:Journal of Psychology and Behavior Studies Vol. 4; no. 1; pp. 81 - 87
Main Author: Zhao, Xin
Format: Journal Article
Language:English
Published: London Al-Kindi Center for Research and Development 10.05.2024
Subjects:
Meditation
Mindfulness
Teaching
ISSN:2753-2364, 2753-2364
Online Access:Get full text
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Summary:Mindfulness meditation is a technique for regulating attention and emotions, which can help individuals enhance self-awareness and reduce stress. This paper aims at review the positive effects of mindfulness meditation on English learners and teachers, including improving English learning abilities and enhancing motivation, confidence, and enjoyment in English learning. Through systematic literature searches and screening methods from databases such as CNKI, Wan fang, Pub Med, and Web of Science, relevant papers on mindfulness meditation and English learning from the past decade were selected. Their research purposes, methods, innovations, and conclusions were analyzed. This paper specifically explores the literature review on the impact of mindfulness meditation on English learning, summarizing both the theory and practice of mindfulness meditation, and proposing future research directions and suggestions. 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 is needed to validate its effects on English learning and to explore the optimal integration methods.
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ISSN:2753-2364
2753-2364
DOI:10.32996/jpbs.2024.1.9