<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The main aim of education is to provide students with academic knowledge and skills. In this process, some students experience burnout, which negatively affects their productivity and effectiveness. This study experimentally examines the impact of mindfulness-based instruction on burnout and students’ achievement in receptive language skills among 64 learners of English as a foreign language (EFL) via a mixed-methods approach (QUAN→ qual) within a single framework. The techniques implemented in the experimental group, i. e. 32 participants, included <italic>observance of all experience</italic>, <italic>analyzing</italic>, <italic>planning</italic>, <italic>judging</italic>, <italic>reasoning</italic>, and <italic>fantasizing</italic> (van Vreeswijk et al., 2014). Furthermore, the techniques were inspired by Pirson et al. (2012) conceptualization that mindfulness comprises novelty producing, novelty seeking, engagement, and flexibility. The results of posttest revealed these techniques efficiently enhanced the abovementioned variables.</p></abstract>

The main aim of education is to provide students with academic knowledge and skills. In this process, some students experience burnout, which negatively affects their productivity and effectiveness. This study experimentally examines the impact of mindfulness-based instruction on burnout and students’ achievement in receptive language skills among 64 learners of English as a foreign language (EFL) via a mixed-methods approach (QUAN→ qual) within a single framework. The techniques implemented in the experimental group, i. e. 32 participants, included observance of all experience, analyzing, planning, judging, reasoning, and fantasizing (van Vreeswijk et al., 2014). Furthermore, the techniques were inspired by Pirson et al. (2012) conceptualization that mindfulness comprises novelty producing, novelty seeking, engagement, and flexibility. The results of posttest revealed these techniques efficiently enhanced the abovementioned variables.

Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction

Imam Reza International University Mashhad

ExELL

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The main aim of education is to provide students with academic knowledge and skills. In this process, some students experience burnout, which negatively...

Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction

Pubblicato online: 26 ago 2021

Pagine: 185 - 219

Ricevuto: 10 set 2020

Accettato: 06 gen 2021

DOI: https://doi.org/10.2478/exell-2021-0004

Parole chiave
EFL learners, mindfulness-based intervention, burnout

© 2021 Haniyeh Moghadam et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction

Pubblicato online: 26 ago 2021

Pagine: 185 - 219

Ricevuto: 10 set 2020

Accettato: 06 gen 2021

DOI: https://doi.org/10.2478/exell-2021-0004

Parole chiaveEFL learners, mindfulness-based intervention, burnout

© 2021 Haniyeh Moghadam et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Parole chiave
EFL learners, mindfulness-based intervention, burnout