Inspecting the impact of mindfulness intervention on multilingual learners’ critical thinking and self-efficacy: a mixed-methods study

• Tian, Wei ^[1] ; Qi, Jiaming ^[2] ; Derakhshan, Ali ^[3]
  1. [1] Anshan Normal University

     Anshan Normal University

     China

     
  2. [2] Nanjing University of Science and Technology

     Nanjing University of Science and Technology

     China

     
  3. [3] Golestan University

     Golestan University

     Irán

     

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• Localización: International journal of multilingualism, ISSN 1479-0718, Vol. 23, Nº. 3, 2026, págs. 1753-1776
• Idioma: inglés
• DOI: 10.1080/14790718.2025.2587813
• Texto completo no disponible (Saber más ...)
• Resumen

  • Critical Thinking (CT) is crucial for students as it enhances their analytical and evaluative abilities, improving their problem-solving and decision-making skills. Self-efficacy significantly affects decision-making and the effort invested in tasks. Mindfulness, a key aspect of Positive Psychology (PP), aids students in developing CT by enabling them to make informed decisions based on evidence. Despite its relevance, mindfulness has been underexplored in foreign language learning. This mixed-methods study investigates the impact of mindfulness interventions on CT and self-efficacy among 105 multilingual freshmen at a university in northeast China. The experimental group (49 students) received mindfulness training, while the control group (56 students) continued with traditional teaching methods. Both groups completed CT and self-efficacy questionnaires before and after a 10-week intervention. Results from Analysis of Covariance (ANCOVA) showed that the intervention significantly enhanced both self-efficacy and CT. Interviews with 11 actively participating learners further confirmed these findings, highlighting the intervention’s effectiveness in educational settings. The outcomes of the present research may be illuminating for all educators, notably those teaching in multilingual educational contexts.

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