Mindfulness in the English Language Classroom: Student Perceptions of Positive Psychology Curriculum Interventions.

This article examines English language learners’ (ELLs’) perceptions of mindfulness-based interventions (MBIs) integrated into an intensive English program at a private university, where six teachers delivered weekly 65-minute mindfulness lessons over 13 weeks alongside regular language instruction. Using qualitative data from focus groups with 107 adult ELLs of diverse linguistic backgrounds, the study identified five main themes: the perceived helpfulness of mindfulness for focus, emotional regulation, and stress coping; personal growth including self-compassion and acceptance of mistakes; enhanced peer connection and empathy; challenges related to language learning and personal issues; and varied feedback on the curriculum’s relevance, frequency, and difficulty level. While most students reported positive effects on their emotional well-being and language learning experience, some questioned the lessons’ connection to English proficiency, with teacher implementation and lesson timing influencing student attitudes. The findings support the inclusion of mindfulness instruction in TESOL classrooms but highlight the need for further research on curriculum adaptation, teacher training, and cultural factors affecting mindfulness acceptance among ELLs.