出版社：Australian Institutes for Educational Research
摘要：Given the prominence of mindfulness in educational settings and the fact that littleattention has been given to this concept in foreign language learning, the present studysets out to explore the influence of mindfulness and L2 resilience on Iranian EFL(English as a foreign language) learners’ self-fulfilment, and L2 motivation. To meet thisobjective, 221 EFL learners were recruited to participate in this study. They were askedto respond to the Langer mindfulness scale (LMS), L2 resilience inventory, measurementof actualisation of potential (MAP), and motivation scale. Afterwards, structural equationmodeling (SEM) utilising the LISREL 8.50 statistical package was exploited to shed lighton probable relationships. The findings demonstrated that mindfulness is a positive andconsistent predictor of self-fulfilment and resilience and also exerts positive influence onL2 motivation both directly and indirectly via its effect on self-fulfilment. Resilience waspositively and significantly associated with self-fulfilment. Resilience has a positiverelationship with L2 motivation, both directly and indirectly via self-fulfilment. Inaddition, it was found that L2 motivation was predicted by self-fulfilment positively andsignificantly. Taken together, the pivotal role of mindfulness in language learning wasdemonstrated, and according to the findings, some suggestions are put forward regardingthe implications of the study.
