Mindfulness-informed pedagogies for reducing reading anxiety in Bangladeshi English as a Foreign Language classrooms

Abstract

Objective: Foreign language reading anxiety (FLRA) is a persistent challenge in English as a Foreign Language (EFL) education, particularly in resource-limited contexts such as Bangladesh. This qualitative study investigates Bangladeshi EFL teachers’ beliefs about the causes of FLRA and their use of mindfulness-informed pedagogies to mitigate its impact. Method: Six experienced university EFL instructors participated in semi-structured interviews and provided reflective diaries. Thematic analysis was conducted on the data, guided by the Foreign Language Reading Anxiety Scale (FLRAS) and Langer’s socio-cognitive model of mindfulness. Results: The findings suggest that FLRA arises from an interweaving of linguistic deficits, emotional barriers, and instructional rigidity. In response to these challenges, the teachers discussed their use of mindfulness-informed pedagogical approaches aimed at boosting student confidence, autonomy, and engagement. These strategies included equal parts flexibility, engagement, novelty-seeking, and novelty-producing, and were grounded in the principles of Langer’s model, promoting emotional regulation and cognitive flexibility. While not formal mindfulness interventions such as meditation, these pedagogies were influenced by mindfulness principles. Conclusions: The study highlights the practical implications of incorporating socio-cognitive mindfulness principles into EFL education. It demonstrates how these principles can help reduce FLRA and suggests that context-sensitive, student-centered pedagogies can enhance language learning by addressing both emotional and cognitive challenges. This research expands existing knowledge on anxiety reduction in language learning, offering valuable insights for EFL teachers, particularly in resource-limited contexts.