Nurturing Second-Language Learners through Guided Meditation in the Classroom: An exploration in U.S. and China

Li, C (Chieh)¹, Li, X (Xiaojing)², Cai, Q (Qinghong)^1
1Northeastern University, 360 Huntington Ave, 02115, Boston, USA
²Zhengzhou University, 100 science road, Henan, Zhengzhou, China

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

bilingual guided meditation, second language learning anxiety, classroom performance, relaxed learning environment, nurturing well-being

Summary

Objectives.  A recent study (2017) with undergraduates in the U.S. found reduced anxiety and increased achievement after including a 5-minute Bilingual Guided Meditation (BGM) in the foreign language classroom for a semester. Participants reported increased relaxation, calmness, concentration, and self-confidence. It was hypothesized that BGM nurtures students through a combination of bilingual positive suggestion with guided meditation and relaxing background music. The current international collaboration investigated whether meditation in such small dosage (five minutes/class) would have similar effects with a different population. Methods. The 2017 study was replicated with 133 graduate students in four foreign language classrooms in China, half in classes with meditation and half not. Participants completed pre- and post- tests in language skills, foreign language anxiety and mindfulness. The BGM group also completed a survey on efficacy of the intervention.  Results and Conclusions. Similar to the findings from the U.S. study, the BGM group scored higher on foreign language skills than the control group (p<.05). However, the differences in the psychological measures were not significant although participants’ feedback was very positive, similar to U.S. students’ appreciation of the BGM. Implications of the findings for research and applications will be discussed.

Auteurs