Exploring the Role of Iranian EFL Learners Mindfulness in the Motivation and Enhancing Language Achievement

Abstract
This study explores the impact of mindfulness practices on the motivation and language achievement of Iranian EFL learners. Utilizing a mixed-methods approach, the research involves 200 middle school students aged 12-14, divided equally by gender. Data collection instruments include the Five Facet Mindfulness Questionnaire (FFMQ), Language Learning Motivation Questionnaire (LLMQ), Perceived Stress Scale (PSS), standardized language achievement tests, and qualitative methods like interviews and focus groups. The study spans three phases: pre-intervention, intervention, and post-intervention, with an eight-week mindfulness training program as the core intervention. Quantitative data analysis employs paired t-tests and regression analysis, while qualitative data undergoes thematic analysis. The results indicate significant improvements in mindfulness levels, motivation, and language achievement post-intervention. Participants showed increased mindfulness, higher motivation for learning English, and improved performance in reading, writing, listening, and speaking. Qualitative research indicates improved self-efficacy and a more encouraging learning environment. According to the study’s findings, adding mindfulness into the EFL curriculum can greatly improve both student wellbeing and academic results. These results highlight how mindfulness techniques might improve language learning, especially in situations when there are distinct educational obstacles, such as those faced by Iranian EFL students.

Key words: Mindfulness, EFL learners, motivation, language achievement, mixed-methods, Iranian education.

Headings:
1- Introduction 5
1-1- Background and Context 5
1-2- Problem Statement 5
1-3- Objectives 5
1-4- Significance of the Study 6
1-5- Literature Review 6
2- Theoretical Framework 7
2-1- Definitions of Mindfulness 7
2-2- Conceptual components 8
2-3- The Balance Framework 8
2-4- Psychology Theories 9
2-5- Empirical Findings 9
2-7- Future Directions 10
3- Review of the Related Literature 10
4- Methodology 14
4-1- Research Design 14
4-2- participants 15
4-3- Instruments 15
4-5- Data Analysis 16
4-6- Ethical Considerations 17
5- Participants and Sampling 5-1- Participants 17
5-2- Sampling Method 17
5-4- Recruitment 18
5-7- Motivation Questionnaire 19
5-8- Language Achievement tests 19
5-9- Interviews and Focus groups 19
6- Procedures 20
6-1- Intervention Phase 20
6-2- post-intervention phase 20
6-3- Data Analysis 20
6-4- Qualitative Analysis 21
6-5- Ethical Considerations 21
7- Instrumentation and Data Collection 22
7-1- Instruments 22
8- Data Collections Procedures 23
8-1- Data Analysis 24
8-2- Ethical Considerations 25
9- Procedures 26
9-1- Pre- Intervention Phase 26
9-2- Intervention Phase 26
9-3- Post-Intervention Phase 27
10- Data Analysis 27
10-1- Quantitative Analysis 27
11- Qualitative Analysis 28
11-1- Ethical Considerations 29