Interplay of mindfulness, motivation, and self-regulation in predicting L2 achievement: A mixed-methods study

Abstract

This study investigates the roles of mindfulness and motivated behavior in relation to L2 achievement among intermediate English as a Foreign Language (EFL) learners, with a focus on the mediating role of self-regulation. Utilizing a mixed-methods design, we combined quantitative assessments with qualitative insights to provide a comprehensive understanding of these relationships. A total of 347 intermediate EFL learners participated in the study, which included administering validated self-report scales and a modified IELTS proficiency test. Structural Equation Modeling (SEM) was employed to analyze the direct and indirect associations of mindfulness, self-regulation, and motivated behavior with L2 achievement. The quantitative results indicated that mindfulness and motivated behavior were significant predictors of L2 achievement, both directly and indirectly through self-regulation. Qualitative findings from in-depth interviews and focus groups further illuminated the mechanisms through which mindfulness and motivated behavior may support language learning, emphasizing the importance of self-regulation in this process. This study contributes to the literature by elucidating the interplay between these psychological factors and their relationship with L2 achievement, offering valuable insights for both educators and learners in the field of language pedagogy.

Keywords: English as a foreign language (EFL); L2 achievement; Mindfulness; Mixed-methods; Motivated behavior; Self-regulation; Structural equation modeling (SEM).