A Research on the Effect of Mindfulness Exercises on the Disruptive Behaviors of Young EFL Learners in Türkiye
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| Publicat a: | Education Sciences vol. 15, no. 11 (2025), p. 1428-1449 |
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MDPI AG
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 001 | 3275511065 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15111428 |2 doi | |
| 035 | |a 3275511065 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Acar Sinem |u Ministry of National Education, Gaziantep 27310, Türkiye; sinemcevikkan@gmail.com | |
| 245 | 1 | |a A Research on the Effect of Mindfulness Exercises on the Disruptive Behaviors of Young EFL Learners in Türkiye | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This study aimed to investigate the effects of mindfulness exercises on the disruptive behaviors of young learners in EFL classes, along with gathering students’ perceptions of their experiences and the perceived change in disruptive behaviors of themselves and their peers. Thirty-nine third-grade students participated in the study and were assigned to the experimental group (EG) and the control group (CG). The EG engaged in mindfulness exercises at the beginning of English lessons for eight weeks, while the CG followed the regular EFL curriculum. Disruptive behaviors were assessed using a Video-based Observation Chart. Interviews were conducted with students to explore their perceptions of the intervention and its impact on their behavior and the behavior of their peers. The results indicated a significant decrease in overall disruptive behaviors in the EG compared to the CG. Participants reported positive experiences and enjoyment as well as perceived increase in attention skills, improvement in emotion regulation and emotional well-being. A minority of the participants stated that they did not observe any difference in the behaviors of some of their disruptive peers. The results indicated that incorporating mindfulness exercises into EFL classes can lead to a reduction in disruptive behaviors, improve students’ experiences, and create a more positive classroom climate. | |
| 651 | 4 | |a Turkey | |
| 653 | |a Behavior | ||
| 653 | |a Students | ||
| 653 | |a Intervention | ||
| 653 | |a Mindfulness | ||
| 653 | |a Teachers | ||
| 653 | |a Classrooms | ||
| 653 | |a Data collection | ||
| 653 | |a Females | ||
| 653 | |a Teacher Competency Testing | ||
| 653 | |a Semi Structured Interviews | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Social Behavior | ||
| 653 | |a Language Skills | ||
| 653 | |a Learning Processes | ||
| 653 | |a Language Teachers | ||
| 653 | |a Social Problems | ||
| 653 | |a Interviews | ||
| 653 | |a Observation | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Young Children | ||
| 653 | |a Interpersonal Competence | ||
| 653 | |a Experiments | ||
| 653 | |a Behavior Disorders | ||
| 653 | |a Student Participation | ||
| 653 | |a English Learners | ||
| 653 | |a Aggression | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Behavior Problems | ||
| 653 | |a English | ||
| 653 | |a Learning Objectives | ||
| 653 | |a Classroom Environment | ||
| 653 | |a Grade 3 | ||
| 700 | 1 | |a Kilic Mehmet |u Department of English Language Teaching, Gaziantep University, Gaziantep 27310, Türkiye | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 11 (2025), p. 1428-1449 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3275511065/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3275511065/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3275511065/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |