The effects of 10 minute mindfulness exercises on the disruptive behaviors of young learners in EFL classes: An experimental study on classroom climate improvement

Disruptive behaviors in educational settings can hinder the learning process and create a negative classroom climate. In recent years, mindfulness practices have gained recognition as a potential intervention to address these issues. This study aimed to investigate the effects of mindfulness exercises on the disruptive behaviors among young learners in English as a Foreign Language classes, along with gathering students' perceptions of their experiences and the perceived change in disruptive behavior of themselves and their peers. 39 3rd grade students participated in the study and were assigned to the experimental group and the control group. The experimental group engaged in mindfulness exercises at the beginning of English lessons for eight weeks, while the control group followed the regular EFL curriculum. Disruptive behaviors were assessed using the 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. Results indicated a significant decrease in overall disruptive behaviors in the experimental group compared to the control group. The experimental group showed significant reductions in certain types of disruptive behaviors, while other categories displayed positive but not statistically significant decreases. The qualitative analysis of interviews provided insights into students' experiences, feelings, and ideas regarding the mindfulness exercises. Participants reported positive experiences and enjoyment as well as perceived increase in attention skills, improvement in emotion regulation and emotional well-being, as well as improved classroom climate and learning experience. While the participants reported a decrease in disruptive behaviors among themselves and their peers, a minority of the expressions stated that they did not observe any difference in the behavior of some of their disruptive peers.