Abstract
This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context—affect and learning in foreign language courses.
Highlights
Even after decades of attention, foreign language anxiety (FLA) continues to occupy a prominent place in the research on second language acquisition
While contemplative practices have been integrated into educational contexts with the goal of supporting well-being, reducing stress and negative emotions, fostering resilience and emotion regulation, and enhancing learning, we found little research in the field of second language learning that has investigated the effects of contemplative practices on FLA and language learning
We were interested in whether the practices would have an effect on FLA, positive and negative affect, self-efficacy, classroom climate, and learning outcomes as well as how students perceived and experienced the contemplative practices used in class
Summary
Even after decades of attention, foreign language anxiety (FLA) continues to occupy a prominent place in the research on second language acquisition. It comes as no surprise that emotions, both positive and negative, have a significant impact on language learning—retention, performance, skill development, and learner experience. Recent studies on affect have incorporated ideas from positive psychology in second language learning and focus on promoting positive emotion in the classroom to support effective learning by broadening attention and thinking, building personal resources, and promoting resilience and wellbeing (MacIntyre & Gregersen, 2012a; MacIntyre, Gregersen, & Mercer, 2016). Our study builds on this work by examining the role that contemplative practices might have in both reducing negative affect, like stress and anxiety, and promoting positive affect and well-being among language learners
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