<![CDATA[This study investigated the implementation of mindful learning in teaching writing and examined its empirical effects on secondary EFL students' writing skills and affective factors. Utilizing a concurrent triangulation mixed-methods design, data were gathered from classroom observations, reflective journals, interviews, and descriptive questionnaires alongside a quasi-experimental post-test component involving 68 senior high school students. Qualitative findings revealed that operationalizing mindful learning through a four-stage instructional sequence (mindful breathing, concept awareness, mindful writing, and reflection) significantly enhanced students' metacognitive awareness, classroom engagement, emotional regulation, and self-acceptance. Quantitatively, the independent samples t-test demonstrated that the experimental group significantly outperformed the control group (M = 82.4 vs M = 77.1, p = 0.003) with a large effect size (Cohen’s d = 0.89). The integration of these findings confirms that mindful learning simultaneously optimizes cognitive text production and mitigates academic anxiety. Consequently, this pedagogical framework offers a robust, holistic approach to language acquisition by reframing writing as an interconnected cognitive and emotional process.]]>
Copyrights © 2026
