Impact of Using Mindfulness and Relaxation Techniques on Iraqi EFL Learners’ Anxiety and Speaking Proficiency
محورهای موضوعی :Abdulrazzaq Hussabalah Ali Almasoudi 1 , Mehdi Sarkhosh 2
1 - Department of English, Urmia State University, Urmia, Iran
2 - Department of English, Urmia State University, Urmia, Iran
کلید واژه: Anxiety, Anxiety-Reduction Strategies, Mindfulness Techniques, Relaxation Exercises, Oral Proficiency,
چکیده مقاله :
The current study examined and contrasted the impact of mindfulness and relaxation techniques on the speaking proficiency and anxiety of Iraqi EFL students. A total of 120 male advanced EFL learners from four intact classes at Dilman International Language Institute in Erbil, Iraq, were selected and allocated to four experimental groups: mindfulness, relaxation, mindfulness plus relaxation, and a control group. The researcher employed the Cambridge Advanced English test for homogeneity, the Test of Spoken English (TSE) for assessing speaking proficiency, and the Foreign Language Classroom Anxiety Scale (FLCAS) to measure anxiety levels. Prior to the intervention, participants completed an anxiety scale and a speaking pre-test, which involved uncomplicated semi-structured interviews designed according to TSE criteria. All groups were taught using the same curriculum, syllabus, classroom activities, texts, assignments, assessments, and final exams, with the researcher serving as the sole instructor to reduce variability. During the 30-minute treatment sessions, learners received complete explanations of mindfulness and relaxation techniques. The results indicated that both mindfulness and relaxation techniques positively impacted oral proficiency and reduced anxiety, with the combined approach yielding superior outcomes compared to the individual techniques.
The current study examined and contrasted the impact of mindfulness and relaxation techniques on the speaking proficiency and anxiety of Iraqi EFL students. A total of 120 male advanced EFL learners from four intact classes at Dilman International Language Institute in Erbil, Iraq, were selected and allocated to four experimental groups: mindfulness, relaxation, mindfulness plus relaxation, and a control group. The researcher employed the Cambridge Advanced English test for homogeneity, the Test of Spoken English (TSE) for assessing speaking proficiency, and the Foreign Language Classroom Anxiety Scale (FLCAS) to measure anxiety levels. Prior to the intervention, participants completed an anxiety scale and a speaking pre-test, which involved uncomplicated semi-structured interviews designed according to TSE criteria. All groups were taught using the same curriculum, syllabus, classroom activities, texts, assignments, assessments, and final exams, with the researcher serving as the sole instructor to reduce variability. During the 30-minute treatment sessions, learners received complete explanations of mindfulness and relaxation techniques. The results indicated that both mindfulness and relaxation techniques positively impacted oral proficiency and reduced anxiety, with the combined approach yielding superior outcomes compared to the individual techniques.
Amalia, N. L., & Ma'mun, N. (2020). The anxiety of EFL students in presentation. ELITE JOURNAL, 2(1), 65-84.
Aritzeta, A., Soroa, G., Balluerka, N., Muela, A., Gorostiaga, A., & Aliri, J. (2017). Reducing anxiety and improving academic performance through a biofeedback relaxation training program. Applied Psychophysiology and Biofeedback, 42, 193-202.
Armstrong, T. (2019). Mindfulness in the classroom: Strategies for promoting concentration, compassion, and calm. ASCD.
Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes. (Unpublished doctoral dissertation). Anadolu Üniversitesi, Eskişehir.
Balemir, H. S. (2009). The Sources of Foreign Language Speaking Anxiety and the Relationship Between Proficiency Level and Degree of Foreign Language Speaking Anxiety (Unpublished master’s thesis). Bilkent University Ankara.
Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133–144.
Carsley, D., & Heath, N. L. (2018). Effectiveness of mindfulness-based colouring for test anxiety in adolescents. School Psychology International, 39(3), 251-272.
Chen, Y. F., Huang, X. Y., Chien, C. H., & Cheng, J. F. (2016). The effectiveness of diaphragmatic breathing relaxation training for reducing anxiety. Perspectives in Psychiatric Care, 53(4), 329-336.
Decker, J. T., Brown, J. L. C., Ashley, W., & Lipscomb, A. E. (2019). Mindfulness, meditation, and breathing exercises: reduced anxiety for clients and self-care for social work interns. Social Work with Groups, 42(4), 308-322.
Dimitriev, D., Saperova, E., & Dimitriev, A. D. (2016). State anxiety and nonlinear dynamics of heart rate variability in students. PLOS ONE, 11(1), e0146131.
Dincer, B., Ozcelik, S. K., Özer, Z., & Bahçecik, N. (2020). Breathing therapy and emotional freedom techniques on public speaking anxiety in Turkish nursing students: A randomised controlled study. EXPLORE, 18(2), 226-233.
Epstein, S. (2003). Cognitive-experiential self-theory of personality. Comprehensive handbook of psychology, 5, 159-184.
Flor, R. K., Monir, K. C., Bita, A., & Shahnaz, N. (2013). Effect of relaxation training on working memory capacity and academic achievement in adolescents. Procedia - Social and Behavioral Sciences, 82, 608-613
Gudykunst, W. B. (2004). Bridging differ-ences: Effective intergroup communication. Sage.
Hamdani, S. U., Zill-E-Huma, Zafar, S. B., Suleman, N., Um-Ul-Baneen, Waqas, A., & Rahman,
A. (2022). Effectiveness of relaxation techniques ‘as an active ingredient of psychological interventions’ to reduce distress, anxiety and depression in adolescents: a systematic review and meta-analysis. International Journal of Mental Health Systems, 16(1), 12-23.
Harnett, P. H., & Dawe, S. (2012). The contribution of mindfulness‐based therapies for children and families and proposed conceptual integration. Child and adolescent mental health, 17(4), 195-208.
Hasan, D. C., & Fatimah, S. (2014). Foreign language anxiety in relation to gender equity in foreign language learning: A comparative study between Australia and Indonesia. In Equality in Education (pp. 183-193). Brill.
Horwizt, E. K., Horwizt, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety: modern language journal, 70, 125- 132
Huang, H.-T. D. (2018). Modeling the rela-tionships between anxieties and performance in second/foreign language speaking assessment. Learning and Individual Differences, 63, 44-56.
Ie, A., Ngnoumen, C. T., & Langer, E. J. (Eds.). (2014). The Wiley Blackwell handbook of mindfulness (p. 1248). Chichester: Wiley.
Imai, Y. (2010). Emotions in SLA: New in-sights from collaborative learning for an EFL classroom. The Modern Language Journal, 94(2), 278-292.
Indriyani, N. I. (2020). Students’ Difficulties in English Speaking Class. The Ellite of Unira, 3(1), 22-29.
Juhana, (2012). Psychological Factors That Hinder Students from Speaking in English Class (A Case Study in a Sen-ior High School in South Tangerang, Banten, Indonesia). Journal of Educa-tion and Practice, 3(12), 100-109.
Kimani, E., Shamekhi, A., & Bickmore, T. (2021). Just breathe: Towards real-time intervention for public speaking anxiety. Smart Health, 19, 100146.
Krashen, S. (1982). Principles and practice in second language acquisition. New York, NY Delacorte
Lin, P. H., Chang, J. S., Zemon, V., & Mid-larsky, E. (2007). Silent illumination: a study on Chan (Zen) meditation, anxiety, and musical performance quality. Psychology of Music, 36(2), 139-155. Luoma S. (2004). Assessing Speaking. New York, Melbourne, Ma-drid, Cape Town, Singapore, São Pau-lo, Delhi, Dubai, Tokyo: Cambridge University Press.
Mai, T., & Tuan, N. (2015). Factors Affecting Students’ Speaking Performance At Le Thanh Hien High School. Asian Journal Of Educational Research, 3(2), 8- 23
Moore, A., & Malinowski, P. (2009).Meditation, mind fullness and cognitive flexibility. Consciousness and cognition, 18(1), 176-186.
Moridani, M. K. (2021). The effect of meditation on regulation of heart rate. American Journal of Biomedical Science & Research, 12(2), 168-173.
Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for ele-mentary school students: The attention academy. Journal of applied school psychology, 21(1), 99-125.
Nunan, D. (2003). Practical English Language Teaching. New York: McGrawHill Company inc.
Nuraini, K. (2016). The barriers of teaching speaking English for EFL learners. ELLITE: Journal of English Language, Literature, and Teaching, 1(1), 7-14.
Ozamiz-Etxebarria, N., Dosil-Santamaria, M., Picaza-Gorrochategui, M., & Idoiaga-Mondragon,
N. (2020). Stress, anxiety, and depression levels in the initial stage of the COVID-19 outbreak in a population sample in the northern Spain. Cadernos de saude publica, 36, e00054020.
Özkan, C. (2019). The relationship between students' success and their level of for-eign language anxiety and the primary sources of foreign language speaking anxiety. (Master's thesis). Çağ University, Mersin, Turkey.
Rajkumar, L., Dubowy, C., & Khatib, A. (2021). Impact of practicing mindful breathing in class. Teaching and Learning Excellence through Scholarship, 1(1), 28-42.
Ramel1, W., Goldin, P. R., Carmona, P. E., & McQuaid, J. R. (2004). The effects of mindfulness meditation on cognitive processes and affect in patients with past depression. Cognitive therapy and re-search, 28, 433-455.
Rayhan, J. M. (2014). The impact of using role play techniques on improving pupils' speaking skill for primary school. Basic Education College Magazine for Educa-tional and Humanities Sciences, 2(15), 68-81.
Siagian, U. M., & Adam, A. (2017). An Analy-sis of Students’ Anxiety in Speaking. ANGLO- SAXON: Jurnal Ilmiah Pro-gram Studi Pendidikan Bahasa Inggris, 8(1), 03-09.
Skelly, K. J., & Estrada-Chichon, J. L. (2021). Mindfulness as a Coping Strategy for EFL Learning in Education. Interna-tional Journal of Instruction, 14(4), 965-980.
Smith, A., & Jones, B. (2018). The effective-ness of mindfulness techniques on reducing foreign language anxiety and improving speaking proficiency among Spanish language learners. Journal of Language Education, 12(3), 45-58.
Tseng, S. (2012). The factor causes language anxiety for ESL/ EFL learners in learning speaking: An interdisciplinary journal, 63, 75- 90.
Zaccaro, A., Piarulli, A., Laurino, M., Garbella, E., Menicucci, D., Neri, B., & Gemi-gnani, A. (2018). How breath-control can change your life: A systematic review on psycho-physiological correlates of slow breathing. Frontiers in Human Neuroscience, 12, 32-45.
