References
[1]. Altan, M. Z. (2021). Bilinçli farkındalık ve ingiliz dili ve
öğretimi lisans öğrencilerinin maas'a (the mindful
attention awareness scale/bilinçli farkındalık dikkat ölçeği)
dayalı farkındalık ve dikkat düzeyleri. Uluslararası Beşeri
Bilimler ve Eğitim Dergisi, 7(16), 612-649.
[2]. Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., &
Toney, L. (2006). Using self-report assessment methods to
explore facets of mindfulness. Assessment, 13(1), 27-45.
https://doi.org/10.1177/1073191105283504
[3]. Bandura, A. (1986). Social foundations of thought and
action: A social cognitive theory. Englewood Cliffs, NJ:
Prentice Hall.
[4]. Bandura, A. (1994). Self-efficacy, In “ VS
Ramachaudran (Ed.), Encyclopedia of Human Behavior
(Vol. 4, pp. 71-81)”, New York: A cademic Press.
[5]. Beare, K. (2019). How many people learn English?
Retrieved from https://www.thoughtco.com/how-manypeople-
learn-english-globally-1210367
[6]. Brown, K. W., & Ryan, R. M. (2003). The benefits of
being present: Mindfulness and its role in psychological
well-being. Journal of Personality and Social Psychology, 84(4), 822. https://doi.org/10.1037/0022-3514.84.4.822
[7]. Butto, L. I. (2018). The Effects of Employing Mindfulness
Activities with Japanese High School Students
(Unpublished Doctoral Dissertation). Temple University,
Philadelphia.
[8]. Charoensukmongkol, P. (2019). The role of
mindfulness in reducing English language anxiety among
Thai college students. International Journal of Bilingual
Education and Bilingualism, 22(4), 414-427. https://doi.org/10.1080/13670050.2016.1264359
[9]. Choomchaiyo, N., & Varma, P. (2021). The influences
of mindfulness on foreign language fluency mediated by
irrational thoughts, foreign language anxiety and selfefficacy
on Thai English learners. Scholar: Human
Sciences, 13(2), 166-166.
[10]. Dörnyei, Z. (1998). Motivation in second and foreign
language learning. Language Teaching, 31(3), 117-135.
https://doi.org/10.1017/S026144480001315X
[11]. Fallah, N. (2017). Mindfulness, coping self-efficacy
and foreign language anxiety: A mediation analysis.
Educational Psychology, 37(6), 745-756. https://doi.org/10.1080/01443410.2016.1149549
[12]. Ghanizadeh, A., Makiabadi, H., & Navokhi, S. A.
(2019). Relating EFL university students' mindfulness and
resilience to self-fulfilment and motivation in learning.
Issues in Educational Research, 29(3), 695-714.
[13]. Horwitz, E. (2001). Language anxiety and
achievement. Annual Review of Applied Linguistics, 21,
112-126. https://doi.org/10.1017/S0267190501000071
[14]. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986).
Foreign language classroom anxiety. The Modern
Language Journal, 70(2), 125-132.
[15]. Hsieh, P. P. H., & Kang, H. S. (2010). Attribution and
self-efficacy and their interrelationship in the Korean EFL
context. Language Learning, 60(3), 606-627. https://doi.org/10.1111/j.1467-9922.2010.00570.x
[16]. Huang, H. T. D. (2018). Modeling the relationships
between anxieties and performance in second/foreign
language speaking assessment. Learning and Individual
Differences, 63, 44-56. https://doi.org/10.1016/j.lindif. 2018.03.002
[17]. Jabbarifar, T. (2011). The importance of self-efficacy
and foreign language learning in the 21st century. Journal
of International Education Research (JIER), 7(4), 117-126.
https://doi.org/10.19030/jier.v7i4.6196
[18]. Jennings, P. A., Snowberg, K. E., Coccia, M. A., &
Greenberg, M. T. (2011). Improving classroom learning
environments by cultivating awareness and resilience in
education (CARE): Results of two pilot studies. The Journal
of Classroom İnteraction, 37-48.
[19]. Johnson, K. E., and Golombek, P. R. (2016). Mindful
L2 Teacher Education: A Sociocultural Perspective on
Cultivating Teachers' Professional Development. New
York, NY: Routledge.
[20]. Kabat-Zinn, J. (2001). Mindfulness Meditation for
Everyday Life. London: Piatkus Books.
[21]. Kabat-Zinn, J. (2006). Mindfulness for Beginners.
Boulder, CO: Sounds True.
[22]. Kabat-Zinn, J. (2015). Mindfulness. Mindfulness, 6(6),
1481-1483. https://doi.org/10.1007/s12671-015-0456-x
[23]. Klingbeil, D. A., & Renshaw, T. L. (2018). Mindfulnessbased
interventions for teachers: A meta-analysis of the
emerging evidence base. School Psychology Quarterly,
33(4), 501–511. https://doi.org/10.1037/spq0000291
[24]. Koçali, Z. (2020). The Relationship Between
Mindfulness and Foreign Language Anxiety at a University
Context (Unpublished Master's Thesis). Çağ University,
Mersin.
[25]. Li, C., Cai, Q. A., Elias, S., & Wilson-Jones, L. (2019).
Mindfulness and Well-Being: A Mixed Methods Study of
Bilingual Guided Meditation In Higher Education. Journal
of Research Initiatives, 5(1), 3-6.
[26]. Manning, A. C. (2015). Practicing mindfulness to
reduce communication anxiety in an efl speaking class.
Proceedings from CEALLL '15: Contemporary English and
American Language and Literature Society, (pp. 229-234).
[27]. Morgan, W. J. (2019). Investigating the Effects of
Mindfulness Meditation on L2 Learners' Self-Efficacy in an
İnstructed Foreign Language Context. The University of Alabama.
[28]. Morgan, W. J., & Katz, J. (2021). Mindfulness
meditation and foreign language classroom anxiety:
Findings from a randomized control trial. Foreign
Language Annals, 54(2), 389-409. https://doi.org/10.1111/flan.12525
[29]. Mortimore, L. (2017). Mindfulness and foreign
language anxiety in the bilingual primary classroom
mindfulness y la ansiedad provocada por la lengua
extranjera en el aula bilingüe de primaria. Educación y
Futuro, 37, 15-43.
[30]. Navaie, L. A., Saeedi, Z., & Khatami, M. (2018). The
compatibility of mindfulness and critical thinking among
EFL learners. Journal of Asia TEFL, 15(3), 811-818.
[31]. Nguyen, K., Stanley, N., Stanley, L., & Wang, Y.
(2015). Resilience in language learners and the
relationship to storytelling. Cogent Education, 2(1),
991160. https://doi.org/10.1080/2331186X.2014.991160
[32]. Oroujlou, N., & Vahedi, M. (2011). Motivation,
attitude, and language learning. Procedia-Social and
Behavioral Sciences, 29, 994-1000. https://doi.org/10.
1016/j.sbspro.2011.11.333
[33]. Önem, E. E. (2015). A Study on the Effects of
Meditation on Anxiety and Foreign Language Vocabulary
Learning/Meditasyonun Kaygi ve Yabanci Dilde Sözcük
Ögrenimine Etkisi Üzerine Bir Çalisma. Dil ve Edebiyat
Egitimi Dergisi, 3(15), 149-162.
[34]. Öz, S. (2017). The effects of mindfulness training on
students' L2 speaking anxiety, willingness to communicate,
level of mindfulness and L2 speaking performance
(Unpublished Master's Thesis). Bahçeşehir Üniversitesi,
İstanbul.
[35]. Özkan, C. (2019). The relationship between students'
success and their level of foreign language anxiety and
the primary sources of foreign language speaking
anxiety. (Unpublished Master's Thesis). Çağ University,
Mersin.
[36]. Padron, Y., Waxman, H., Brown, A., & Powers, R.
(2000). Improving Classroom Instruction and Student
Learning. Center for Research on Education, Diversity,
and Excellence.
[37]. Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Selfefficacy
in second/foreign language learning contexts.
English Language Teaching, 5(11), 60-73.
[38]. Reilly, P. (2020). Developing our students' level of
mindfulness during these unprecedented times. Journal
of University Teaching and Learning Practice, 17(5), 20.
[39]. Reilly, P. (2021). Promoting positive emotions among
university EFL learners. Language Learning in Higher
Education, 11(1), 153-173. https://doi.org/10.1515/cercles-2021-2013
[40]. Roeser, R. W. (2016). Processes of teaching, learning,
and transfer in mindfulness-based interventions (MBIs) for
teachers: A contemplative educational perspective. In
Handbook of mindfulness in education (pp. 149-170).
Springer, New York, NY. https://doi.org/10.1007/978-1-4939-3506-2_10
[41]. Ruban, L. M., & McCoach, D. B. (2005). Gender
differences in explaining grades using structural equation
modeling. The Review of Higher Education, 28(4), 475-
502. https://doi.org/10.1353/rhe.2005.0049
[42]. Ryff, C. D., & Singer, B. (2003). Flourishing under fire:
Resilience as a prototype of challenged thriving.
Flourishing: Positive psychology and the life well-lived (pp.15–36). American Psychological Association. https://doi.org/10.1037/10594-001
[43]. Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank,
J. L. (2016). Improving teacher awareness and well-being
through CARE: A qualitative analysis of the underlying
mechanisms. Mindfulness, 7(1), 130-142. https://doi.org/10.1007/s12671-015-0422-7
[44]. Shapiro, S. L. (2009). The integration of mindfulness
and psychology. Journal of Clinical Psychology, 65(6),
555-560. https://doi.org/10.1002/jclp.20602
[45]. Sharp, J. E., & Jennings, P. A. (2016). Strengthening
teacher presence through mindfulness: What educators
say about the Cultivating Awareness and Resilience İn
Education (CARE) program. Mindfulness, 7(1), 209-218.
https://doi.org/10.1007/s12671-015-0474-8
[46]. Sipahutar, D. P., Petrus, I., & Suganda, L. A. (2020).
The Correlatıons Among Mındfulness, Speakıng Anxıety,
and Speakıng Performance of Englısh Educatıon Study Program Students of Srıwıjaya Unıversıty, (Doctorial
dissertation, Sriwijaya University).
[47]. Taylor, C., Harrison, J., Haimovitz, K., Oberle, E.,
Thomson, K., Schonert-Reichl, K., & Roeser, R. W. (2016).
Examining ways that a mindfulness-based intervention
reduces stress in public school teachers: A mixedmethods
study. Mindfulness, 7(1), 115-129. https://doi.org/10.1007/s12671-015-0425-4
[48]. Thomas, G., & Atkinson, C. (2016). Measuring the
effectiveness of a mindfulness-based intervention for
children's attentional functioning. Educational & Child
Psychology, 33(1), 51-64.
[49]. Thomas, G., & Atkinson, C. (2017). Perspectives on a
whole class mindfulness programme. Educational
Psychology in Practice, 33(3), 231-248. https://doi.org/10.1080/02667363.2017.1292396
[50]. Torres Colón, O. J. (2020). Increasing Student
Motivation in a Foreign Language Classroom Through
Mindfulness. (Unpublished Master's Thesis). Saint
Catherine University, Minnesota.
[51]. Tung, P. H., Hang, T. T. T., Huong, T. T. M., Hop, N. T., &
Thanh, N. N. (2021). Mindfulness Adjusts the Relationship
between Vocabulary Retention and Foreign Language”
Learning” Efficiency: A Preliminary' Survey on Non-English Major 'Vietnamese' Students. Review of International
Geographical Education Online, 11(8), 986-995.
[52]. Tural, P., & Küçükkaragöz, H. (2021). Mindfulness and
academic achievement among English language
learners at preparator y schools. Mustafa Kemal
Üniversitesi Eğitim Fakültesi Dergisi, 5(7), 79-90.
[53]. Tuyan, S., & Kabadayi, B. (2018). Cultivating
mindfulness in the EFL classroom: An exploratory study.
Empowering Teacher- Researchers, Empowering
Learners, 67-73.
[54]. Victor, L. (2008). Systematic reviewing. Social
Research Update, 54(1), 1-4.
[55]. Waldman, T., & Carmel, R. (2019). Mindfulness and
self-efficacy for teaching writing in English as a foreign
language. Central and Eastern European Online Library,
7, 11-28.
[56]. Wang, Y., & Liu, C. (2016). Cultivate mindfulness: a
case study of mindful learning in an English as a foreign
language classroom. IAFOR Journal of Education, 4(2),
141-155.
[57]. Zeilhofer, L. (2020). Mindfulness in the foreign
language classroom: Influence on academic achievement
and awareness. Language Teaching Research, 1-19.
https://doi.org/10.1177/136216882093 4624