Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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English writing proficiency is crucial for undergraduate students in tertiary education; however, many second-language (L2) writers experience significant anxiety that impedes their ability to write effectively in English. This study explored the role of mindfulness and its components including novelty producing, novelty seeking, engagement, and flexibility in reducing writing anxiety among 200 English as a foreign language (EFL) Bangladeshi students, selected via convenience sampling. Participants completed the Langer Mindfulness Scale, and the Second Language Writing Anxiety Inventory through online platforms. Quantitative findings revealed a moderate negative correlation between overall...

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