Peculiarities of Using Mindfulness Practice in Foreign Language Classes (from the History of the Issue)

Abstract

The article presents a review of the literature and principles of applying mindfulness practice in the educational environment. This approach involves students and teachers paying attention  to the value of what is happening in the world around them, considering their own experience and reflections on it. Attention is drawn to the fact that the relevance of the study is due to the effects associated with mindful learning: a positive impact on psychological well-being, the development of socio-emotional skills, as well as an increase in internal motivation, attentiveness and concentration in the learning process. Studies are reviewed that indicate the effectiveness of this approach both for learning outcomes and for the psychological well-being of participants in the educational process. The purpose of the article is to study the accumulated experience of applying mindfulness practice in various spheres of human activity, including education, in order to determine the main advantages and limitations of applying mindfulness techniques in the organisation of the educational process, taking into account its goals and principles, peculiarities of conducting classes, analysis and evaluation of the acquired skills. Methods. The method of scientific literature analysis was used to study the available research on the topic of the study, and the results of research and approaches were described by synthesis, which are presented in the paper by generalisation.According to the authors, the theoretical contribution of this investigation is to generalize the research approach in the field of mindful learning: defining the concepts of mindful learning, clarifying the main principles of this approach. Results. The described observations are the basis for further research into the practice of mindfulness in English classes. The utilisation of the mindfulness approach in the context of English language learning has garnered significant attention, with scholars and practitioners alike exploring its efficacy in fostering peace of mind, well-being, and creativity among students. It is emphasized that the practical contribution of the study is to provide a methodological basis for the integration of mindful learning in secondary education institutions. The materials of the article may be of interest not only to English teachers and methodologists, but also to students and their parents due to the increased interest in the identified effects of mindful learning. A considerable number of studies in the field of education have identified mindfulness as a potential strategy for enhancing the well-being of participants in the educational process, as well as academic performance. Against this backdrop, this paper examines the potential integration of mindfulness in foreign language learning. It is envisaged that this exploratory theoretical article will lay the groundwork for further research projects that develop and evaluate mindfulness in foreign language teaching methodologies and subsequently offer additional opportunities for continuing professional development for educators. Against this backdrop, this paper examines the potential integration of mindfulness in foreign language learning. Conclusions. It is envisaged that this exploratory theoretical article will lay the groundwork for further research projects that develop and evaluate mindfulness in foreign language teaching methodologies and subsequently provide additional opportunities for continuing professional development for educators. Therefore, in light of the findings, it is recommended that students find a way to improve their mindfulness and teachers find a teaching strategy to support it.