Integrating Mindfulness Meditation with Teaching Chinese Language as a Foreign Language in a Private University in Thailand

Abstract

This study explored the impact of integrating mindfulness meditation into Chinese language teaching at G University in Thailand, aiming to understand its effects on students' anxiety levels and identify associated challenges and benefits. A mixed-methods approach, involving a
15-item questionnaire and student reflections, was employed. Quantitative results showed that the 8-week course significantly improved students' "acting with awareness" in mindfulness (Q5:
pre-session M=4.53, post-session M=4.64, p=0.049) and effectively reduced anxiety in most areas of Chinese language learning, including classroom speaking anxiety (Q6: t=2.38, p=0.032), mistake-related worry (Q7: t=2.94, p=0.011), and comprehension anxiety (Q8: t=2.56, p=0.022). However, pronunciation evaluation anxiety (Q9) showed no significant reduction (p=0.063). Qualitative findings revealed challenges such as time management and mastering mindfulness skills, while benefits included reduced anxiety (73% of students), improved focus (67%), and enhanced self-awareness. These results imply that mindfulness meditation can enhance the Chinese language learning experience. Future research should expand the sample size and develop more targeted teaching strategies to optimize its integration.