AUTHOR=Babanoğlu Muzaffer Pınar , Atalmış Erkan Hasan 

TITLE=Mindfulness and foreign language achievement: a meta-analytic study on interventions and correlations

JOURNAL=Frontiers in Psychology

VOLUME=Volume 16 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1479462

DOI=10.3389/fpsyg.2025.1479462

ISSN=1664-1078

ABSTRACT=BackgroundMindfulness has recently gained attention for its potential to improve learning and teaching in foreign language education due to its ability to boost awareness and promote cognitive and emotional processes during language learning. To date, the significance of mindfulness has been investigated either through experimental studies with mindfulness interventions or correlational studies based on the connection between mindfulness scores and language learning. This article attempts to explore the overall effect sizes of (1) the impact of mindfulness interventions on foreign language achievement and (2) the relationship between mindfulness scale scores and language achievement through a meta-analytic review of the research perspective.MethodThe meta-analysis includes experimental studies examining the effects of mindfulness interventions on foreign language performance and correlational studies examining the association between mindfulness scores and various aspects of language proficiency. From 10 countries, a total of 14 studies with 1039 participants for interventions and 9 studies with 2232 participants for correlational studies were tested through statistical meta-analysis procedures.ResultsThe findings showed that the mean effect sizes were significant (Hedges’ g = 0.67 for intervention studies, r between mindfulness scores and academic achievement = 0.22), demonstrating the efficiency of mindfulness. No significance was found in the publication bias assessment and the moderator analysis on regional effect.Systematic review registrationThe OSF link of the study: https://osf.io/2gxrq.