Mindfulness and self-efficacy for teaching writing in English as a foreign language
Mindfulness and self-efficacy for teaching writing in English as a foreign language

Summary/Abstract: Mindfulness meditation is still a fairly new practice in educational settings and is gaining acceptance as a suitable strategy to regulate thoughts and emotions. This study explores the effects of mindfulness practice on pre-service teachers’ perceived self-efficacy for teaching writing in English as a foreign language (EFL). The mindfulness practice, which took place over a period of 14 weeks was integrated into a course on the theory and practice of teaching writing with an experimental group of students (N = 24), but not with a control group (N = 22). Both experimental and control groups were evaluated pre- and post-course by means of a self-report questionnaire consisting of closed and open questions. T-tests revealed a significant improvement in participants’ self-efficacy for teaching writing following the mindfulness practice. Qualitative data reflected participants’ varied emotions regarding teaching writing and an overall positive reaction to the mindfulness practice. Findings further suggest that participants were aware of a connection between the mindfulness and enhanced self-efficacy in teaching writing.

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