A New Window on Interaction: Does Mindfulness Play a Role?

Authors

  • Fatemeh Khonamri Department of English Language and Literature, Faculty of Arts, University of Mazandaran, bablsr 47415 kh peasdaran pe. j'ebh 416, Iran
  • Mahsa Soleimani Department of English Language and Literature, Faculty of Arts, University of Mazandaran, bablsr 47415 kh peasdaran pe. j'ebh 416, Iran
  • Zdenka Gadušová Department of English and American Studies, Faculty of Arts, Constantine the Philosopher University in Nitra, Stefanikova 67, 949 74 Nitra, Slovakia
  • Libor Pavera Department of Economics Teaching Methodology, Faculty of Finance and Accounting, Prague University of Economics and Business, nám. Winstona Churchila 1938/4, 120 00 Prague, Czech Republic

DOI:

https://doi.org/10.15503/jecs2022.2.155.170

Keywords:

critical reading, interaction, mindfulness, foreign language, learning

Abstract

Aim. The paper aims to investigate the students interactions engaged in mindful tasks in an English reading classroom. It attempts to explore whether there is any connection between being mindful and having a good interaction.

Methods. For the research a case study approach was utilised, in which eight BA students majoring in English language and literature at the University of Mazandaran participated. They were divided into two groups of non-mindful and less mindful, each having four members based on their scores from Mindful Attention Awareness Scale (MAAS). The data was collected in three sessions of critical reading practice, in which both groups were engaged in different forms of critical reading tasks. The less mindful group was encouraged to engage in some mindful activities prior to the critical reading tasks. All the sessions were video recorded and then transcribed for analysis. The transcribed data were analysed by the researcher and a second rater.

Results. The results of the data analysis demonstrated that there were some minor differences in interactions of non-mindful and less-mindful group in critical reading tasks. The less-mindful group seemed to have more interactions than the non-mindful one.

Conclusions. Due to the study limitations the results cannot be generalised.

Originality. Mindfulness is a fairly new concept in English language teaching which is attracting attention as an alternative to promote learning. However, within the context of education, there have also been a select few studies that have focused on the benefits of mindfulness in English reading classrooms.

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Author Biographies

  • Fatemeh Khonamri, Department of English Language and Literature, Faculty of Arts, University of Mazandaran, bablsr 47415 kh peasdaran pe. j'ebh 416, Iran

    Assistant professor of the Department of English Language and Literature, University of Mazandaran in Babolsar (Iran). The main areas of her research interest is methodology of teaching reading and writing, use of literature in the developmet of foreign language skills of students. She has presented her research findings in a number of domestic and foreign conferences and published them in a number of journal articles.

  • Mahsa Soleimani, Department of English Language and Literature, Faculty of Arts, University of Mazandaran, bablsr 47415 kh peasdaran pe. j'ebh 416, Iran

    Senior lecturer at the Department of English Language and Literature, Faculty of Arts University of Mazandaran, Babolsar. Experienced teacher of English as a foreign language, specialized at teaching FL skills.  Active presenter at conferences and has published a number of articles.

  • Zdenka Gadušová, Department of English and American Studies, Faculty of Arts, Constantine the Philosopher University in Nitra, Stefanikova 67, 949 74 Nitra, Slovakia

    Experienced university teacher and manager, project coordinator, and teacher trainer in the field of methodology of teaching foreign languages. In 1990s she worked in the position of the Head of the Department of English and American Studies where she co-ordinated several TEMPUS JEP projects as a co-ordinator and contractor. In 1996 she became the Vice-dean for Education and since 2002 she was in the position of the Dean of the Faculty of Arts, Constantine the Philosopher University in Nitra (Slovakia) for 8 years. Then (2010-2014), she was the vice-dean for research and postgraduate studies. She is the author and co-author of twelve monographs and a number of articles and papers, regular presenter of the results of her research work at conferences and seminars.

  • Libor Pavera, Department of Economics Teaching Methodology, Faculty of Finance and Accounting, Prague University of Economics and Business, nám. Winstona Churchila 1938/4, 120 00 Prague, Czech Republic

    Experienced university teacher and manager, currently emplyed at Prague University of Economics and Business.  His main reserch interests are comparative literature and literary criticizm. He is a frequent presenter at domestic and foreign conferences. He has published a number of monographs and articles and coordinated several research and international projects.

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Published

2022-09-27

How to Cite

Khonamri, F., Soleimani, M., Gadušová, Z., & Pavera, L. (2022). A New Window on Interaction: Does Mindfulness Play a Role?. Journal of Education Culture and Society, 13(2), 155-170. https://doi.org/10.15503/jecs2022.2.155.170

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