Mindfulness, Reading Anxiety, and Self-Efficacy of Korean EFL College Students
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of this study was to investigate whether the state of mindfulness exhibited by Korean EFL college students had an effect on the level of anxiety and self-efficacy they experienced during their L2 reading. The following research questions were constructed. First, is there a relationship between mindfulness and anxiety in L2 reading? Second, is there a relationship between mindfulness and self-efficacy in L2 reading? A total of 108 male and female students attending a University in Daejeon, Korea participated in the study at the end of the 2020 spring semester. Data collected from a self-report questionnaire were analyzed using SPSS. Regression analyses revealed two findings. First, the participants with higher states of mindfulness tended to read English with less anxiety. Second, the students who exhibited higher states of mindfulness had greater self-efficacy than those with lower states of mindfulness. Hence, EFL college students’ state of mindfulness can affect their reading anxiety and self-efficacy related to L2 reading. Pedagogical implications as well as directions for future research are provided.
Abstract
The purpose of this study was to investigate whether the state of mindfulness exhibited by Korean EFL college students had an effect on the level of anxiety and self-efficacy they experienced during their L2 reading. The following research questions were constructed. First, is there a relationship between mindfulness and anxiety in L2 reading? Second, is there a relationship between mindfulness and self-efficacy in L2 reading? A total of 108 male and female students attending a University in Daejeon, Korea participated in the study at the end of the 2020 spring semester. Data collected from a self-report questionnaire were analyzed using SPSS. Regression analyses revealed two findings. First, the participants with higher states of mindfulness tended to read English with less anxiety. Second, the students who exhibited higher states of mindfulness had greater self-efficacy than those with lower states of mindfulness. Hence, EFL college students’ state of mindfulness can affect their reading anxiety and self-efficacy related to L2 reading. Pedagogical implications as well as directions for future research are provided.
참고문헌 (51)
- Ager, K., "Mindfulness in schools research project : Exploring students' perspectives of mindfulness-What are students' perspectives of learning mindfulness practices at school?", Psychology, 6(7), pp.896~914 (2015)
- Bandura, A., "Self-efficacy: The exercise of control" (1997), Freeman
- Beauchemin, J., "Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities", Complementary Health Practice Review, 13(1), pp.34~45 (2008)
- Bishop, S. R., "Mindfulness : A Proposed Operational Definition", Clinical Psychology : Science and Practice, 11(3), pp.230~241 (2004)
- Brantmeier, C., "Anxiety about L2 reading or L2 reading tasks? A study with advanced language learners", The Reading Matrix, 5(2), pp.67~85 (2005)
- Brown, K. W., "Mindfulness : Theoretical foundations and evidence for its salutary effects", Psychological Inquiry, 18(4), pp.211~237 (2007)
- Burrows, L., "The effects of extensive reading and reading strategies on reading self efficacy", doctoral, pp.2012
- Butto, L. I., "The effects of employing mindfulness activities with Japanese high school students", Ph.D., pp.2018
- Charoensukmongkol, P., "The role of mindfulness in reducing English language anxiety among Thai college students", International Journal of Bilingual Education and Bilingualism, 22(4), pp.414~427 (2019)
- Fallah, N, "Mindfulness, coping self-efficacy and foreign languageanxiety: a mediation analysis", Educational Psychology, 37(6), pp.745~756 (2017)
- Farb, N. A., "Minding one's emotions : mindfulness training alters the neural expression of sadness", Emotion, 10(1), pp.25~33 (2010)
- Farb, N. A., "Attending to the present : mindfulness meditation reveals distinct neural modes of self-reference", Social cognitive and affective neuroscience, 2(4), pp.313~322 (2007)
- Ghanizadeh, A., "Relating EFL university students' mindfulness and resilience to self-fulfilment and motivation in learning", Issues in Educational Research, 29(3), pp.695~714 (2019)
- Grabe, W., "Reading in a second language: Moving from theory to practice" (2009), Cambridge University Press
- Grabe, W., "Teaching and researching reading" (2011), Longman
- Hofmann, S. G., "The effect of mindfulness-based therapy on anxiety and depression : A meta-analytic review", Journal of consulting and clinical psychology, 78(2), pp.169~183 (2010)
- Horwitz, E. K., "New insights into language anxiety: Theory, research and educational implications", pp.31~50 (2017), Multilingual Matters
- Horwitz, E. K., "Foreign language classroom anxiety", The Modern Language Journal, 70(2), pp.125~132 (1986)
- Hölzel, B. K., "Mindfulness practice leads to increases in regional brain gray matter density", Psychiatry research, 191(1), pp.36~43 (2011)
- Hsieh, P., "Attribution and self-efficacy and their interrelationship in the Korean EFL context", Language Learning, 60(3), pp.606~627 (2010)
- Idler, A., "The Effect of a Brief Mindful Breathing Exercise Added to a Reading Fluency Intervention for Students with Significant Attentional Difficulties", M.A., pp.2015
- Kabat‐Zinn, J., "Mindfulness‐based interventions in context : past, present, and future", Clinical Psychology : Science and Practice, 10(2), pp.144~156 (2003)
- Kuyken, W., "Effectiveness of the mindfulness in schools programme : nonrandomised controlled feasibility study", The British Journal of Psychiatry, 203(2), pp.126~131 (2013)
- Lakey, C. E., "Dispositional Mindfulness as a Predictor of the Severity of Gambling Outcomes", Personality and individual differences, 43(7), pp.1698~1717 (2007)
- Leeming, P., "A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom", Asian-Pacific Journal of Second and Foreign Language Education, 12(2), pp.1~18 (2017)
- Lutz, A., "Attention regulation and monitoring in meditation", Trends in cognitive sciences, 12(4), pp.163~169 (2007)
- MacIntyre, P. D, "New insights into language anxiety: Theory, research, and educational implications", pp.11~30 (2017), Multilingual Matters
- Mckee, S, "Reading Comprehension, What We Know: A Review of Research 1995 to 2011", Language Testing in Asia, 45(2), pp.45~58 (2012)
- Mikami, H., "Reading anxiety scales : Do they measure the same construct?", Reading in a Foreign Language, 31(2), pp.249~268 (2019)
- Mills, N., "Multiple perspectives on the self in SLA" (2014), Multilingual Matters
- Mills, N., "Self-efficacy of College Intermediate French Students : Relation to Achievement and Motivation", Language Learning, 57(3), pp.417~442 (2007)
- Mortimore, L., "Mindfulness and Foreign Language Anxiety in the Bilingual Primary Classroom", Educación y Futuro, 37(1), pp.15~43 (2017)
- Mrazek, M. D., "Mindfulness training improves working memory capacity and GRE performance while reducing mind wandering", Psychological Science, 24(5), pp.776~781 (2013)
- Napoli, M., "Mindfulness Training for Elementary School Students", Journal of Applied School Psychology, 21(1), pp.99~125 (2005)
- Pagnini, F., "Langerian mindfulness, quality of life and psychological symptoms in a sample of Italian students", Health and Quality of Life Outcomes, 16(1), pp.16~29 (2018)
- Saito, Y., "Foreign language reading anxiety", The Modern Language Journal, 83(2), pp.202~218 (1999)
- Schmidt-Fajlik, R, "Foreign language reading anxiety and mindfulness", The Language Teacher, 44(3), pp.3~12 (2020)
- Scida, E., "The impact of contemplative practices on foreign language anxiety and learning", Studies in Second Language Learning and Teaching, 7(4), pp.573~599 (2017)
- Sellers, V., "Anxiety and reading comprehension in Spanish as a foreign language", Foreign Language Annals, 33(2), pp.512~521 (2000)
- Semple, R. J., "MINDFULNESS GOES TO SCHOOL : THINGS LEARNED(SO FAR)FROM RESEARCH AND REAL-WORLD EXPERIENCES", Psychology in the schools, 54(1), pp.29~52 (2017)
- Tang, Y. Y., "The neuroscience of mindfulness meditation", Nature Reviews Neuroscience, 15(4), pp.213~225 (2015)
- 송자영, "Relationships among Reading Anxiety, Reading Processing, and Reading Comprehension", Foreign Languages Education, 25(2), pp.83~113 (2018), 한국외국어교육학회[DOI]
- Tang, Y., "The neuroscience of mindfulness meditation", Nature Reviews Neuroscience, 16(4), pp.213~225 (2015)
- Tang, Y. Y., "Improving Executive Function and its Neurobiological Mechanisms through a Mindfulness-Based Intervention : Advances within the Field of Developmental Neuroscience", Child Development Perspectives, 6(4), pp.361~366 (2012)
- Teimouri, Y., "Second language anxiety and achievement: A meta-analysis", Studies in Second Language Acquisition, 41(2), pp.363~387 (2019)
- Tsafou, K., "Mindfulness and satisfaction in physical activity : A cross-sectional study in the Dutch population", Journal of Health Psychology, 21(9), pp.1817~1827 (2016)
- Usher, E. L., "Self-Efficacy for Self-Regulated Learning : A Validation Study", Educational and Psychological Measurement, 68(3), pp.443~463 (2008)
- Van Gordon, W., "Buddhist emptiness theory : Implications for psychology", Psychology of Religion and Spirituality, 9(4), pp.309~318 (2017)
- Yamashita, J., "The relationship of reading attitudes between L1 and L2 : An investigation of adult EFL learners in Japan", TESOL Quarterly, 41(1), pp.81~105 (2007)
- Zhao, A., "Foreign language reading anxiety : Chinese as a foreign language in the United States", The Modern Language Journal, 97(3), pp.764~778 (2013)
- Zylowska L., "Clinical Handbook of Mindfulness" (2009), Springer