Calm the Mind, Unlock the Voice: A Bayesian Longitudinal Analysis of Mindfulness and EFL Speaking Anxiety
International Journal of Applied Linguistics (United Kingdom), vol.36, no.1, pp.553-563, 2026 (AHCI, SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 36 Issue: 1
- Publication Date: 2026
- Doi Number: 10.1111/ijal.12785
- Journal Name: International Journal of Applied Linguistics (United Kingdom)
- Journal Indexes: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Educational research abstracts (ERA), INSPEC, Linguistic Bibliography, MLA - Modern Language Association Database, MLA International Bibliography, EBSCO Communication Source, Academic Search Ultimate (EBSCO), Communication Source (EBSCO), Education Source Ultimate (EBSCO)
- Page Numbers: pp.553-563
- Keywords: Bayesian analysis, EFL, English speaking anxiety, longitudinal study, mindfulness, temporal analysis, ইংরেজি বলার ভীতি, দীর্ঘমেয়াদি গবেষণা, বায়েসিয়ান বিশ্লেষণ, মাইন্ডফুলনেস, যোগাযোগ দক্ষতা, সময়ভিত্তিক বিশ্লেষণ।
- Ondokuz Mayıs University Affiliated: Yes
Abstract
This longitudinal study investigated the dynamic relationship between mindfulness and English-speaking anxiety among 259 Bangladeshi undergraduates over a semester. Data were collected at three-monthly intervals using the English Language Speaking Anxiety Scale and the Langer Mindfulness Scale, addressing four research objectives: (1) the cross-sectional correlation between mindfulness and speaking anxiety at each time point, (2) temporal changes in this correlation across the semester, (3) Bayesian evidence for an inverse relationship, and (4) the association between mindfulness and speaking anxiety. Correlation analyses revealed a progressively strengthening, negative association, supported by Bayesian evidence that shifted from anecdotal (Month 1) to moderate/strong (Months 2–3). Cross-lagged analyses further demonstrated that high mindfulness in one month was associated with lower speaking anxiety in the following month. These findings highlight mindfulness as a modifiable factor for mitigating language anxiety and provide empirical support for integrating mindfulness-based interventions into university EFL curricula to enhance oral communication skills. Practical recommendations are proposed for educators, policymakers, and mental health professionals to foster psychologically supportive language-learning environments.