The psychological factors of English as a foreign language (EFL) and English as a second language (ESL) teachers have significant roles in any language learning context. Previous studies in the related literature have shown that L2 learners’ learning, psychological factors, and emotional factors are closely related to teachers’ psychological factors. Mindfulness as one of the psychological attributes of L2 teachers and as a complex and multi-faceted construct influences l2 teachers’ professional development. Hence, this study aims to review the notion of mindfulness and its role in L2 teaching as a profession and pave a way for further research, highlighting its indispensable role in teacher-student relationships. To achieve this goal, this study has reviewed the theoretical perspectives of mindfulness, the construct of mindful L2 teaching education, and mindfulness as a closely related concept to teacher wellbeing. Based on the findings, some pedagogical implications for the policymakers, teacher trainers, materials developers, L2 teachers, and learners are provided. Finally, directions for future research are suggested to the interested L2 researchers.

Nowadays, the economic globalization is advancing day by day. As the most widely used language for international communication, English is becoming more and more important. English education is the most important part of the whole English basic education, and English teachers play an important role in developing the cause of English basic education. Job competency assessment is a technical method to assess the staff’s working ability, which can comprehensively and objectively evaluate the English teaching position competency. Based on the in-depth study of the relevant theories of the job competency model, the nonlinear random matrix is applied to the job competency evaluation, and the components of English teachers’ job competency are deeply explored. The competency evaluation elements are constructed from three levels of knowledge ability, technical ability, and potential ability. Based on the established job competency evaluation model, this paper evaluates and analyzes the English teachers’ job competency. The results showed that the model had good structural validity, and the correlation between factors and the scale was 0.3∽0.8, with no significant difference in each factor, which provided strong support for the assessment of English teaching competence.