Mindfulness-Informed Pedagogies for Reducing Reading Anxiety in Bangladeshi English as a Foreign Language Classrooms

Background: Reading anxiety in English as a Foreign Language (EFL) contexts presents a barrier to engagement and performance, particularly in multilingual, under-resourced settings. In Bangladesh, high school learners frequently experience emotional and cognitive constraints when undertaking English reading tasks, yet there is limited research on pedagogical approaches that integrate emotional regulation and cognitive flexibility. Aim: This study investigates the effect of mindfulness-informed pedagogical strategies on reading anxiety, self-regulation and engagement among Bangladeshi secondary EFL learners. We also explore teachers’ and learners’ experiences of implementing these strategies in daily reading instruction. Method: A quasi-experimental mixed-methods design was employed with 240 learners (age 16-18) across four public Bangladeshi high schools. Two schools implemented a mindfulness-informed reading intervention over eight weeks, while two acted as controls. Quantitative measures of reading anxiety, self-regulation and reading engagement were collected pre- and post-intervention. Qualitative data were obtained via semi-structured interviews with six teachers and 20 learners, and thematic analysis was conducted to capture participant perceptions. Results: Compared with the control group, the intervention group exhibited significant reductions in reading anxiety (p <.01) and improvements in reading engagement and self-regulation (effect sizes: moderate to large). Qualitative findings indicated increased classroom calmness, heightened learner confidence, and more flexible cognitive-metacognitive reading behaviours. Teachers reported that the mindfulness-informed scaffoldings fostered peer interaction, creative reflection and attention management. Conclusions: Integrating mindfulness-informed pedagogies within EFL reading instruction appears to reduce anxiety and enhance learner engagement and self-regulation in multilingual secondary settings. These findings support the addition of mindfulness-grounded practices to teacher professional development and EMI policy in under-resourced contexts. Future work should examine long-term impact and scalability across different cultural settings.