Foreign language anxiety and learning
Foreign language anxiety and learning

Summary/Abstract: This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate,and language learning in students enrolled in an advanced intermediateSpanish language course in the USA. Data included pre- and post-test surveys,exam scores to measure learning outcomes, student interviews, and course evaluations.In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed thesame syllabus but was not exposed to contemplative practices. Analysis of thedata showed no significant differences in foreign language anxiety, self-efficacy oraffect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in thecontemplative group. Analysis of the pre-/post-survey data revealed a significantdecrease in foreign language anxiety in both groups over the semester but not foraffect or self-efficacy. This study extends the existing research on contemplative practices to a new context—affect and learning in foreign language courses.

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