poster TFM

Mindfulness-Based Intervention (MBI) in the EFL classroom

Student: Aida Nisa Fortuño Tutor: Robert Izquierdo Santaularia

Introduction & School Context

Theoretical framework

Pla de les Moreres, Vilanova del Camí - 4th ESO groupObservation during the practicum:

• Discomfort in the EFL classroom (esp. orally)
• Rejection of the subject

Objectives:

• Reduce FLA levels
• Improve individual self-concept
• Improve classroom climate

Foreign Language Anxiety (FLA) Special attention to affective factors Positive psychology 24 character strengths by Peterson & Selingman, 2004 Mindfulness REMIND practices by Luis López

Competencies

Cross-curricular competencies:

• Citizenship
• Personal, social and learning to learn

Specific Competence number 4 Vector number 6: emotional wellbeing SDG number 3: mental health and wellbeing

Holistic innovation proposal

VIA-127 Reading Siddhartha by Herman Hesse Adaptation of the questionnaire in a bifocal manner: Strength of Perseverance

• If a task is hard, does Siddhartha give up easily?
• Do you?

REMIND Breathing Visualization Posture Attention Voice-talk Movement Relaxation Sensory awareness Energy Measurement instruments

• The English Learning Anxiety Scale (ELAS)
• Personal Self-Concept Questionnaire
• Classroom Climate Questionnaire

Conclusions

• Holistic approach addapted to the EFL subject
• Proposal with no data to prove it effective
• The figure of the student
• The importance of the teacher figure

References

• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
• Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.