Examining the impact of mindfulness-based interventions on anxiety in second language learners: A meta-analysis

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Abstract
Educational practitioners increasingly adopt mindfulness-based interventions (MBIs) to alleviate language learners’ stress when acquiring a second language (L2). Nevertheless, the influence of such interventions on L2 learning apprehension has not been consistent across previous research. To address this, the current study employed a three-level random-effect meta-analysis to synthesize prior research and explore the efficacy and mechanisms of MBIs in reducing L2 anxiety. This meta-analysis incorporated 21 effect sizes from 11 studies, revealing a significant decrease in L2 anxiety among students receiving MBIs compared with those who did not (Cohen's d : 0.425, 95% CI [0.219, 0.631], p < .0001). No significant moderators were identified. The findings indicated that MBIs played a vital role in reducing anxiety among L2 learners.
Funding Information
  • Universidade de Macau (MYRG-GRG2024-00137-FED)
  • Shanghai Chenguang Talent Program (20CG40)
  • Shanghai Philosophy and Social Science Planning Youth Project (2020EYY004)

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