Many scholars have argued that mindfulness meditation (MM) can be beneficial in academic contexts. Recently, researchers in second language acquisition have found that higher trait mindfulness scores indicate lower foreign language classroom anxiety (FLCA). The present study investigates if mindfulness scores can be increased, if FLCA decreases as a result of a mindfulness intervention, and what opinions language learners have toward MM as a way of alleviating FLCA. Data were collected in a postsecondary learning environment where experimental group participants (n = 76) and control group participants (n = 66) were compared. As a result, mindfulness scores were negatively correlated with FLCA at beginning of the study. There were, however, mixed findings between groups after a 13-week series of MMs. Experimental participants gave strongly positive opinions toward the MM in their open-ended responses to their experience.

中文翻译：

---

正念冥想和外语课堂焦虑：随机对照试验的结果

许多学者认为，正念冥想 (MM) 在学术环境中可能是有益的。最近，第二语言习得的研究人员发现，特质正念分数越高，外语课堂焦虑（FLCA）越低。本研究调查了正念分数是否可以提高，FLCA 是否会因正念干预而降低，以及语言学习者对 MM 的看法如何作为缓解 FLCA 的一种方式。数据是在中学后学习环境中收集的，其中实验组参与者 ( n  = 76) 和控制组参与者 ( n = 66) 进行了比较。因此，在研究开始时，正念分数与 FLCA 呈负相关。然而，在为期 13 周的 MM 系列之后，各组之间的结果不一。实验参与者在对他们的经历的开放式回应中对 MM 给出了非常积极的评价。