Mindfulness towards Learning in Mitigating Second Language Classroom Anxiety among Prospective Teachers

Abstract

Second language classroom anxiety is a widely recognised barrier that negatively impacts both teaching effectiveness and learning outcomes, especially for prospective teachers who are still developing their professional skill. High anxiety levels often lead to a decline in motivation, loss of self-confidence and teaching-learning enthusiasm. By exploring the role of mindfulness – a proven method to reduce psychological stress, and anxiety – this study was designed to examine the interconnection between mindfulness towards learning and second language classroom anxiety among prospective teachers. The sample consisted of 200 prospective teachers who enrolled in BA BEd. and BSc. BEd. programmes. The required data were collected via second language classroom anxiety scale and selfdeveloped mindfulness towards learning scale. The data were analysed using descriptive and inferential statistics, i.e., Karl Pearson’s product-moment correlation coefficient and regression analysis to identify relationships and assess the significance of this relationship. The result found that a strong negative co-relationship exists between mindfulness towards learning and classroom anxiety related to second language, and mindfulness towards learning contributes significantly to the prediction of second language classroom anxiety among prospective teachers. Moreover, mindfulness and anxiety are inversely connected, which shows that as mindfulness increases, anxiety decreases. The finding emphasizes the need for integrating mindfulness practices into teacher training programmes to better prepare educators for the emotional and cognitive demands of modern classrooms