CONTEMPLATIVE ACTIVITIES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: A RESEARCH SYNTHESIS
DOI:
https://doi.org/10.32782/2956-333X/2026-5-2Ключові слова:
contemplative teaching, EFL, mindfulness, language pedagogy, reflective practice, intercultural competenceАнотація
This article examines the role of contemplative activities in teaching English as a foreign language (EFL), synthesizing theoretical foundations, empirical evidence, and practical implications. Contemplative teaching, characterized by mindfulness, compassion, and integrity, represents a holistic approach that engages learners’ cognitive, affective, and somatic dimensions. The review analyzes existing research, finding that while contemplative methods hold theoretical promise, empirical evidence for their effectiveness remains limited. Nevertheless, contemplative activities demonstrate potential for enhancing metacognitive awareness, reducing language anxiety, fostering intercultural competence, and supporting learner identity development. Practical applications across reading, writing, listening, and speaking skills are discussed, including contemplative engagement with authentic literature, mindful listening exercises, and reflective journaling.
Посилання
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