Longitudinal Interactions Between Mindfulness, Foreign-Language Listening Anxiety, and Multilingualism Among EFL Learners in Tertiary Education
International Journal of Bilingualism, 2026 (AHCI, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/13670069261462806
- Dergi Adı: International Journal of Bilingualism
- Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, EBSCO Education Source, Linguistic Bibliography, MLA - Modern Language Association Database, DIALNET, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Linguistics Collection (ProQuest)
- Anahtar Kelimeler: anxiety, English as a foreign language, language learning, listening, mindfulness, multilingualism
- Ondokuz Mayıs Üniversitesi Adresli: Evet
Özet
Aims and Objectives/Purpose/Research Questions: This study examines how active multilingual language use, socio-cognitive (Langerian) mindfulness, and foreign-language listening anxiety (FLLA) relate concurrently and prospectively among Bangladeshi EFL undergraduates. Design/Methodology/Approach: A three-wave longitudinal design (baseline, +3 months, +6 months) was used. Primary analyses employed a cross-lagged panel model (CLPM) within the structural equation modelling (SEM) framework to estimate autoregressive and cross-lagged relations; sensitivity checks used a random-intercept decomposition (RI-CLPM approximation) to separate between-person from within-person dynamics. Data and Analysis: The sample comprised 145 EFL undergraduates (83 female) at a private university in Dhaka. Measures included the LMS-14 (Langer mindfulness), Kim’s FLLA scale, and a seven-item contextual language-use inventory. Data screening indicated nonnormality; models were estimated with robust maximum likelihood (MLR) in lavaan. Measurement invariance and reliability were assessed for the language-use inventory; multiple sensitivity analyses tested latent versus observed scoring and baseline covariates (years of English study; listening frequency). Findings/Conclusions: Concurrently, greater active multilingual use and higher mindfulness are associated with lower FLLA. The CLPM showed modest prospective links (e.g., mid-semester language use → later mindfulness), but RI-CLPM checks substantially attenuated these cross-lags, indicating effects largely reflect stable between-person differences rather than robust short-term within-person causal coupling. FLLA demonstrated short-term stability (Phase 1 → Phase 2) but less predictability by Phase 3. Originality: The study uniquely combines longitudinal modelling, measurement invariance testing of an active language-use inventory, and RI-CLPM sensitivity checks to examine the multilingualism-mindfulness-FLLA relationship in a South Asian EMI context. Significance/Implications: Results suggest that pedagogies that leverage students’ multilingual repertoires and sustained, scaffolded mindfulness-informed instruction, alongside institutional EMI transition supports and translanguaging-friendly practices, are more promising than brief interventions for reducing listening anxiety.