The Impact of Systematic Guided Meditation on Writing Self-Efficacy, Achievement, and Perceptions: A Quasi-Experimental Investigation Focusing on Breathing, Music, and Monolingual Affirmations

Abstract

Responding to the recent calls to investigate the impact of guided meditation practices for foreign language classrooms with rigorous research designs, the current research with a pre-test-post-test research design empowered with qualitative data investigated the impact of a classroom-based systematic guided meditation on the participants' writing self-efficacy, academic performance, and perceptions. The total sample was 69 pre-service English teachers with Turkish origin randomly assigned into one experimental group exposed to sessions with background relaxing music, one experimental group exposed to the treatment with sole human voice, and one control group without any meditation practice. The statistical analysis of pre and post-test scores did not reveal significant variations. However, yielding more comprehensive insights, the one-to-one interview data support the conclusion that these affirmations enhanced their self-efficacy for self-regulation. The analysis revealed consistent patterns, including feeling at ease, experiencing a boost in self-assurance through affirmations, and being more driven to engage in writing activities. Nevertheless, this drive's sustainability and long-term effects rely on its consistent implementation and personal endeavor. Practical implications are offered in the end to help learners be aware of their own minds and the moment.