The Effect of Pranayamic Breathing as a Positive Psychology Exercise on Foreign Language Learning Anxiety and Test Anxiety Among Language Learners at Tertiary Level

Abstract

This study investigated the impact of pranayamic breathing (PB) as a positive psychology exercise on mitigating foreign language anxiety (FLLA) and test anxiety (TA) of undergraduate English students studying at a Turkish university. Additionally, the study examined the effects of PB on academic achievement in listening and reading comprehension skills of the participants as well as exploring learners’ and their instructor’s perceptions of using PB techniques in their classrooms. The sample consisted of 140 sophomore English language learners. Two intact classes, each comprising 70 participants, were selected as the experimental and the control group using convenience sampling. Two basic PB techniques, Nadi Shodhana Pranayama and Bhramari Pranayama, were implemented to the experimental group on a weekly basis for a total of 7 weeks. In this mixed-method study, the quantitative data were gathered using English Language Learning Anxiety Scale, Foreign Language Test Anxiety Scale, and listening and reading achievement pre- and post-tests, while the qualitative data were collected using semi-structured interviews, and the teacher’s reflective journal. The findings revealed that the implementation of positive psychology technique of pranayama breathing mitigated the FLLA and TA levels significantly and also improved listening and reading comprehension skills of the participants to a considerable extent. The findings also demonstrated that both the students and their instructor perceived PB implementation as a useful and a practical medium in alleviating the anxious feelings, promoting the general class atmosphere and regulating daily habits despite the implementational challenges shared by the instructor.

The Effect of Mindfulness Programs on Collegiate Test Anxiety

“…It is possible that the relaxation created by these practices along with expectation effects of the mindfulness training were sufficient to decrease students’ anxiety and increase their mindfulness. Indeed, Tasan et al ( 2021 ) found that students’ use of pranayamic breathing, a technique that fosters relaxation through a focus on controlled breathing, led to decreases in students’ test anxiety among students in the experimental group compared to the control group. Other research has also shown that use of meditation, relaxation, and breathing techniques are useful in treating anxiety disorders (Jerath et al, 2015 ).…”

“…In addition to length of treatment, the manner in which students focus on their breathing might influence results. For example, although Tasan et al’s ( 2021 ) total treatment was about one hour in duration, the authors instructed students to inhale and exhale in a slow, measured fashion, alternating between nostrils, and to “observe your breathing” (Tasan et al, 2021 , p. 4077). In the current study, students in the sham mindfulness condition were instructed to “take deep breaths through the nose.” The facilitator directed students to breathe “in…[pause]…and out…[pause]…in again…[pause]…and out.” Although these instructions were less focused on the process of breathing and observations of breath than the procedures of Tasan et al ( 2021 ), the additional time that students spent each week in a relaxed state with calm music may have led to the positive effects found in our active control condition.…”

“…For example, although Tasan et al’s ( 2021 ) total treatment was about one hour in duration, the authors instructed students to inhale and exhale in a slow, measured fashion, alternating between nostrils, and to “observe your breathing” (Tasan et al, 2021 , p. 4077). In the current study, students in the sham mindfulness condition were instructed to “take deep breaths through the nose.” The facilitator directed students to breathe “in…[pause]…and out…[pause]…in again…[pause]…and out.” Although these instructions were less focused on the process of breathing and observations of breath than the procedures of Tasan et al ( 2021 ), the additional time that students spent each week in a relaxed state with calm music may have led to the positive effects found in our active control condition. Thus, although mindfulness training may accrue additional benefits beyond the benefits gained by instruction in breath-focused meditation, results of the current study indicate that both approaches are useful in reducing students’ test anxiety, and students’ reports of increased mindfulness in the current study support contentions that mindfulness helps to reduce students’ test anxiety.…”

" Mindfulness-based practices for EFL teachers: sample tasks and insights to cultivate mindfulness"

“…Breathing exercises lie at the heart of MBP, and when used as part of instruction, such exercises may have positive effects on FL language learning (Tasan et al, 2021). Breathing techniques presented here within MBPs are applied through the guided visualization technique since it is important for EFL learners to follow how breathing can be used to create a mindful attitude rather than a taken-for-granted physical activity.…”

Benefits of SEL in a Foreign Language and Exam Preparation Class

“…There may be some validity in saying that SEL was not originally designed for use in the foreign language classroom, but the approach is adaptable for classrooms with ELLs and in world language classrooms (Move This World, 2019;North Carolina Department of Public Instruction, n.d.). Although there is a lack of research on the effects of SEL approaches in foreign language classrooms, other studies, which did not focus on foreign language teaching, indicate that SEL strategies such as mindful breathing reduce students' test anxiety and improve their academic performance (Cho et al, 2016;McLeod & Boyes, 2021;Tasan et al, 2021).…”