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Haj Mir Alikhani, Hadis Sadat, Fatehi Rad, Neda, Shahabi, Hassan. (1405). Effects of a Classroom-Adapted Mindfulness-Based Stress Reduction Intervention on Grit and Foreign Language Boredom among Generation Z EFL Learners. پژوهشنامه مدیریت اجرایی, (), 117-136. doi: 10.22080/iselt.2026.32086.1206
Hadis Sadat Haj Mir Alikhani; Neda Fatehi Rad; Hassan Shahabi. "Effects of a Classroom-Adapted Mindfulness-Based Stress Reduction Intervention on Grit and Foreign Language Boredom among Generation Z EFL Learners". پژوهشنامه مدیریت اجرایی, , , 1405, 117-136. doi: 10.22080/iselt.2026.32086.1206
Haj Mir Alikhani, Hadis Sadat, Fatehi Rad, Neda, Shahabi, Hassan. (1405). 'Effects of a Classroom-Adapted Mindfulness-Based Stress Reduction Intervention on Grit and Foreign Language Boredom among Generation Z EFL Learners', پژوهشنامه مدیریت اجرایی, (), pp. 117-136. doi: 10.22080/iselt.2026.32086.1206
Haj Mir Alikhani, Hadis Sadat, Fatehi Rad, Neda, Shahabi, Hassan. Effects of a Classroom-Adapted Mindfulness-Based Stress Reduction Intervention on Grit and Foreign Language Boredom among Generation Z EFL Learners. پژوهشنامه مدیریت اجرایی, 1405; (): 117-136. doi: 10.22080/iselt.2026.32086.1206

Effects of a Classroom-Adapted Mindfulness-Based Stress Reduction Intervention on Grit and Foreign Language Boredom among Generation Z EFL Learners

Interdisciplinary Studies in English Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 30 شهریور 1405
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22080/iselt.2026.32086.1206
نویسندگان
Hadis Sadat Haj Mir Alikhani1؛ Neda Fatehi Rad* 2؛ Hassan Shahabi1
1Department of English Language, Ke.C., Islamic Azad University, Kerman, Iran.
2Department of English Language, Ke.C., Islamic Azad University, Kerman, Iran,
تاریخ دریافت: 27 خرداد 1405،  تاریخ بازنگری: 18 شهریور 1405،  تاریخ پذیرش: 24 شهریور 1405 
چکیده
Positive Psychology has increased interest in psychological factors that influence learners’ engagement in second language learning. Mindfulness is one such factor, particularly because of its potential to support attention and emotional regulation. However, its use in language classrooms remains underexplored, especially in relation to grit and foreign language boredom. This study investigated whether a classroom-adapted Mindfulness-Based Stress Reduction (MBSR) programme influenced grit and foreign language boredom among 54 intermediate Iranian Generation Z English as a foreign language (EFL) learners. A quasi-experimental pretest–posttest control-group design was implemented with two intact classes. Over eight weeks, the experimental group completed brief mindfulness activities integrated into regular English lessons and the control group followed the same curriculum without the mindfulness component. Grit and foreign language boredom were measured before and after the intervention using the Short Grit Scale and the Short-Form Foreign Language Classroom Boredom Scale. MANCOVA and follow-up ANCOVAs indicated significant differences between the groups after pretest scores were controlled. Learners in the experimental group reported higher grit and lower foreign language boredom. The findings suggest that brief mindfulness activities can be incorporated into regular language instruction to support persistence and reduce boredom.
کلیدواژه‌ها
Emotional Regulation؛ English Language Teaching؛ Learner Engagement؛ Positive Psychology؛ Self-Regulation
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