Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction
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 student...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Sciendo
2020-12-01
|
| Series: | ExELL (Explorations in English Language and Linguistics) |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/exell-2021-0004 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832576254744723456 |
|---|---|
| author | Moghadam Haniyeh Ghanizadeh Afsaneh Ghonsooly Behzad |
| author_facet | Moghadam Haniyeh Ghanizadeh Afsaneh Ghonsooly Behzad |
| author_sort | Moghadam Haniyeh |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-e5c7d6cce21d445d95905edfaa386f9f |
| institution | Kabale University |
| issn | 2303-4858 |
| language | English |
| publishDate | 2020-12-01 |
| publisher | Sciendo |
| record_format | Article |
| series | ExELL (Explorations in English Language and Linguistics) |
| spelling | doaj-art-e5c7d6cce21d445d95905edfaa386f9f2025-01-31T08:34:31ZengSciendoExELL (Explorations in English Language and Linguistics)2303-48582020-12-018218521910.2478/exell-2021-0004Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instructionMoghadam Haniyeh0Ghanizadeh Afsaneh1Ghonsooly Behzad2Imam Reza International University Mashhad, IranImam Reza International University Mashhad, IranFerdowsi University of Mashhad, IranThe 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.https://doi.org/10.2478/exell-2021-0004efl learnersmindfulness-based interventionburnout |
| spellingShingle | Moghadam Haniyeh Ghanizadeh Afsaneh Ghonsooly Behzad Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction ExELL (Explorations in English Language and Linguistics) efl learners mindfulness-based intervention burnout |
| title | Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction |
| title_full | Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction |
| title_fullStr | Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction |
| title_full_unstemmed | Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction |
| title_short | Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction |
| title_sort | differences in efl learners burnout levels and receptive language skills with regard to the mindfulness based instruction |
| topic | efl learners mindfulness-based intervention burnout |
| url | https://doi.org/10.2478/exell-2021-0004 |
| work_keys_str_mv | AT moghadamhaniyeh differencesinefllearnersburnoutlevelsandreceptivelanguageskillswithregardtothemindfulnessbasedinstruction AT ghanizadehafsaneh differencesinefllearnersburnoutlevelsandreceptivelanguageskillswithregardtothemindfulnessbasedinstruction AT ghonsoolybehzad differencesinefllearnersburnoutlevelsandreceptivelanguageskillswithregardtothemindfulnessbasedinstruction |