Exploring Bangladeshi English as a foreign language learners' mindfulness and engagement in the online learning context

Mojtaba Khatami; Afsana Jerin Shayery; Santosh Kumar Behera; Deyuan He; David Coker; Samantha Curle

doi:10.1016/j.actpsy.2025.104750

Exploring Bangladeshi English as a foreign language learners' mindfulness and engagement in the online learning context

Acta Psychol (Amst). 2025 Jan 25:253:104750. doi: 10.1016/j.actpsy.2025.104750. Online ahead of print.

Authors

Mojtaba Khatami¹, Afsana Jerin Shayery², Santosh Kumar Behera³, Deyuan He¹, David Coker⁴, Samantha Curle⁵

Affiliations

¹ Faculty of Arts and Social Sciences, Universiti Brunei Darussalam, Brunei.
² Department of English, Daffodil International University, Bangladesh.
³ Department of Education, Kazi Nazrul University, India.
⁴ College of Education, West Liberty University, United States of America.
⁵ Department of Education, University of Bath, United Kingdom; Department of English Language and Literature, Khazar University, Azerbaijan. Electronic address: S.M.Curle@bath.ac.uk.

PMID: 39864291
DOI: 10.1016/j.actpsy.2025.104750

Abstract

This empirical study investigates the relationship between mindfulness and online engagement among Bangladeshi English as a Foreign Language (EFL) learners during the Covid-19 pandemic. A mixed-methods approach was employed, combining quantitative data from the Langer Mindfulness Scale (LMS) and the Online Student Engagement Scale (OSES) with qualitative data from open-ended responses. A total of 215 university students participated in the study, providing insights into their mindfulness levels and engagement in online learning. Quantitative analyses, including descriptive and regression analyses, revealed no significant correlation between mindfulness and online engagement. Reliability analysis indicated that while the OSES demonstrated acceptable internal consistency for this population, the LMS showed poor reliability across subscales, raising concerns about its validity for Bangladeshi EFL students. Qualitative data were analysed using descriptive phenomenology, which highlighted a shift in students' locus of control during online learning, often manifesting as feelings of helplessness and hopelessness. Participants reported that mindfulness practices did not adequately mitigate pandemic-related stress or support their engagement. The findings suggest that mindfulness alone may not be effective in enhancing student engagement in online EFL contexts within non-Western settings. The study calls for policymakers to prioritise the development of resilient online learning infrastructures, improve internet accessibility, and incorporate culturally sensitive approaches to student well-being in digital education environments.

Keywords: Covid-19; Digital learning barriers; EFL learners; Mindfulness; Online engagement; Student well-being.