Exploring the relationship between mindfulness and second language writing anxiety in the Bangladeshi EFL context,considering gender and proficiency level

Abstract

English writing proficiency is crucial for undergraduate students in tertiary education; however, many second-language (L2) writers experience significant anxiety that impedes their ability to write effectively in English. This study explored the role of mindfulness and its components including novelty producing, novelty seeking, engagement, and flexibility in reducing writing anxiety among 200 English as a foreign language (EFL) Bangladeshi students, selected via convenience sampling. Participants completed the Langer Mindfulness Scale, and the Second Language Writing Anxiety Inventory through online platforms. Quantitative findings revealed a moderate negative correlation between overall mindfulness and writing anxiety (r = −.39, p < .001), indicating that higher mindfulness levels relate to lower writing anxiety. Importantly, the mindfulness components were significant predictors of writing anxiety, collectively explaining 11% of its variance. Gender and language proficiency showed minimal moderation effects on this relationship. This study supports integrating mindfulness practices into language curricula and offers insights for educators and curriculum developers aiming to enhance English writing proficiency in tertiary education settings.