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Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Issue: 3

Examining Attention Control in Pre-service EFL Teachers: Effects of A Mindfulness-Based Intervention

İngilizce Öğretmen Adaylarında Dikkat Kontrolünün İncelenmesi: Bilinçli Farkındalık Temelli Bir Müdahalenin Etkileri

Şule Çelik Korkmaz(BURSA ULUDAĞ UNİVERSİTESİ)0000-0003-4354-844X
Esim Gursoy(Bursa Uludağ Üniversitesi)0000-0003-3715-4583
Pages
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Publication Date
2026-06-25
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Conclusion: Ultimately, the study suggests that mindfulness serves as a catalyst for mitigating situational stress by enhancing PTs’ emotional self-regulation strategies, as well as improves students' capacity to sustain attention focus through increased internal awareness.

📌 3 Key Takeaways

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Objective & Hypothesis:Purpose: In today's digital world, students often struggle with short attention spans, constant distractions, and high levels of stress.
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Key Findings & Data:Method: Following a mixed-methods approach with a pre-experimental design, 81 ELT PTs were administered the Freiburg Mindfulness Inventory and the Attention Control Scale before and after the 12-week mindfulness-based intervention, in addition to employing an open-ended questionnaire.
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Conclusion & Impact:Conclusion: Ultimately, the study suggests that mindfulness serves as a catalyst for mitigating situational stress by enhancing PTs’ emotional self-regulation strategies, as well as improves students' capacity to sustain attention focus through increased internal awareness.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Attention control · Mindfulness · Pre-service ELT teachers

Abstract

Purpose: In today's digital world, students often struggle with short attention spans, constant distractions, and high levels of stress. Hence, this study aimed to investigate the impact of mindfulness practices on the English Language Teaching (ELT) pre-service teachers’ (PTs) mindfulness and attention control in a state university in Türkiye. Method: Following a mixed-methods approach with a pre-experimental design, 81 ELT PTs were administered the Freiburg Mindfulness Inventory and the Attention Control Scale before and after the 12-week mindfulness-based intervention, in addition to employing an open-ended questionnaire. Findings: A paired sample t-test results revealed a significant increase in general mind fulness and a highly significant improvement in attention control, suggesting that the intervention enhanced the PTs’ attention control. Content analysis of the qualitative data supported these results, with a notable subset of individuals mentioned psychological comfort and readiness before lessons, reporting that mindfulness practices help them appreciate themselves, reduce their anxiety and stress, particularly before the presentations and exams, increase their emotional self-regulation and motivation in addition to helping them focus on their current activity and regain their attention through clearing their mind; thus, they become more open to learn new things. Conclusion: Ultimately, the study suggests that mindfulness serves as a catalyst for mitigating situational stress by enhancing PTs’ emotional self-regulation strategies, as well as improves students' capacity to sustain attention focus through increased internal awareness.

Özet

Amaç: Günümüz dijital çağında öğrenciler; kısa dikkat süresi, sürekli dikkat dağıtıcı unsurlar ve yüksek stres düzeyleri gibi sorunlarla sıklıkla karşı karşıya kalmaktadırlar. Bu yüzden bu çalışma, Türkiye’deki bir devlet üniversitesinde, bilinçli farkındalık temelli müdahale programının İngiliz Dili Eğitimi (ELT) öğretmen adaylarının bilinçli farkındalık ve dikkat kontrolü üzerindeki etkisini araştırmayı amaçlamıştır. Yöntem: Ön-deneysel desenli karma yöntem yaklaşımını izleyerek, nicel sonuçları doğrulamak amacıyla kullanılan açık uçlu anketin yanı sıra, 12 haftalık bilinçli farkındalık temelli müdahale öncesinde ve sonrasında 81 öğretmen adayına Freiburg Bilinçli Farkındalık Envanteri ve Dikkat Kontrolü ölçeği uygulanmıştır. Bulgular: Bağımlı örneklemler t-testi sonuçları, bilinçli farkındalık düzeyinde anlamlı bir artış ve dikkat kontrolünde yüksek düzeyde anlamlı bir iyileşme ortaya koymuş; bu da müdahalenin öğretmen adaylarının dikkat kontrolünü geliştirdiğini göstermiştir. Nitel verilerin içerik analizi de bu sonuçları desteklemiştir; katılımcıların önemli bir bölümü ders öncesinde psikolojik rahatlık ve hazır bulunuşluk hissettiklerini belirtmiştir. Katılımcılar; bilinçli farkındalık uygulamalarının kendilerine değer vermelerine, özellikle sunum ve sınavlar öncesinde kaygı ve streslerini azaltmalarına, duygusal öz-düzenleme ve motivasyonlarını artırmalarına yardımcı olduğunu rapor etmişlerdir. Ayrıca bu uygulamaların, zihinlerini boşaltarak yaptıkları işe odaklanmalarına ve dikkatlerini yeniden toplamalarına yardımcı olduğunu, böylece yeni şeyler öğrenmeye daha açık hale geldiklerini ifade etmişlerdir Sonuç: Sonuç olarak bu çalışma, bilinçli farkındalığın, öğretmen adaylarının duygusal öz-düzenleme stratejilerini güçlendirerek durumsal stresi azaltmada bir katalizör görevi gördüğünü ve artan içsel farkındalık yoluyla öğrencilerin dikkat odaklarını sürdürme kapasitelerini geliştirdiğini ileri sürmektedir.

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Cite This Article

Korkmaz, Ş. Ç., Gursoy, E. (2026). Examining Attention Control in Pre-service EFL Teachers: Effects of A Mindfulness-Based Intervention. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Issue: 3. https://doi.org/10.14686/buefad.1897880

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