Mindfulness and EFL Reading: An Exploratory Mixed-Methods Study

Document Type : Original Article

Author

• Fatemeh Moafian

Assistant Professor of TEFL, Kosar University of Bojnord, Bojnored, Iran.

10.22067/jlkd.2025.92814.1315

Abstract

This exploratory mixed-methods study investigated the impact of Langerian mindfulness on reading comprehension among intermediate EFL learners. The research employed an experimental design, comparing an experimental group receiving mindfulness-integrated instruction with a control group. Quantitative data, collected via the Langer Mindfulness Scale (LMS) and IELTS reading test, were analyzed using MANCOVA and MANOVA. The qualitative data from the learners’ reflection papers and interviews, as well as the teacher’s observations enriched the findings. The results revealed no significant overall enhancement in mindfulness or reading comprehension, except for a notable improvement in the LMS Flexibility subscale on the immediate posttest. Qualitative insights, however, highlighted increased engagement, contextual sensitivity, and reduced anxiety, suggesting subtle benefits not fully captured quantitatively. This study underscores the potential of Langerian mindfulness to enhance adaptive learning despite limited statistical significance, likely due to the brief intervention duration. It contributes to the field by bridging empirical gaps with a rigorous mixed-methods approach, offering pedagogical implications for creating dynamic EFL classrooms.

Keywords

• Langerian Mindfulness
• EFL Reading Comprehension
• Mixed-Methods
• Pedagogical Innovation

Main Subjects

• Psychology of language

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