Integrating international Chinese visualization teaching and vocational skills training: leveraging attention-connectionist temporal classification models.

The teaching of Chinese as a second language has become increasingly crucial for promoting cross-cultural exchange and mutual learning worldwide. However, traditional approaches to international Chinese language teaching have limitations that hinder their effectiveness, such as outdated teaching materials, lack of qualified instructors, and limited access to learning facilities. To overcome these challenges, it is imperative to develop intelligent and visually engaging methods for teaching international Chinese language learners. In this article, we propose leveraging speech recognition technology within artificial intelligence to create an oral assistance platform that provides visualized pinyin-formatted feedback to learners. Additionally, this system can identify accent errors and provide vocational skills training to improve learners' communication abilities. To achieve this, we propose the Attention-Connectionist Temporal Classification (CTC) model, which utilizes a specific temporal convolutional neural network to capture the location information necessary for accurate speech recognition. Our experimental results demonstrate that this model outperforms similar approaches, with significant reductions in error rates for both validation and test sets, compared with the original Attention model, Claim, Evidence, Reasoning (CER) is reduced by 0.67%. Overall, our proposed approach has significant potential for enhancing the efficiency and effectiveness of vocational skills training for international Chinese language learners.

Language transfers in third language acquisition of Chinese by intermediate level German and English native speakers: evidence from a behavioral experiment online.

The paper investigates language transfers in third language acquisition of Chinese by native German and English speakers at intermediate level. Subjects are divided into two groups and complete a Grammaticality Judgment and Correction Task through a behavioral experiment online. The results from multiple sources show that: (1) both L1 and L2 are sources of language transfers and the perceived crosslinguistic similarity of abstract structural properties serves as the main reason; (2) language transfers can be non-facilitative on L3 learning; (3) as L3 proficiency level improves, the less likely learners are to be affected by non-facilitative language transfers in L3 learning, but it may not disappear completely; (4) the background language with higher proficiency level is more likely to impose language transfers in L3 learning. The research suggests that language transfers in TLA are simultaneously regulated by a number of factors, such as similarities of abstract structural properties between background languages and L3, as well as language proficiency levels. At the end, we discuss the application of the results to Chinese language teaching.

Application of the transformer model algorithm in chinese word sense disambiguation: a case study in chinese language.

This study aims to explore the research methodology of applying the Transformer model algorithm to Chinese word sense disambiguation, seeking to resolve word sense ambiguity in the Chinese language. The study introduces deep learning and designs a Chinese word sense disambiguation model based on the fusion of the Transformer with the Bi-directional Long Short-Term Memory (BiLSTM) algorithm. By utilizing the self-attention mechanism of Transformer and the sequence modeling capability of BiLSTM, this model efficiently captures semantic information and context relationships in Chinese sentences, leading to accurate word sense disambiguation. The model's evaluation is conducted using the PKU Paraphrase Bank, a Chinese text paraphrase dataset. The results demonstrate that the model achieves a precision rate of 83.71% in Chinese word sense disambiguation, significantly outperforming the Long Short-Term Memory algorithm. Additionally, the root mean squared error of this algorithm is less than 17, with a loss function value remaining around 0.14. Thus, this study validates that the constructed Transformer-fused BiLSTM-based Chinese word sense disambiguation model algorithm exhibits both high accuracy and robustness in identifying word senses in the Chinese language. The findings of this study provide valuable insights for advancing the intelligent development of word senses in Chinese language applications.

An investigation of the effect of logical structures on Chinese preschool children's counterfactual reasoning development.

Counterfactual reasoning helps people to learn from the past to prepare for the future. In contrast to English with counterfactual markers that directly signal counterfactual reasoning, Mandarin Chinese indicates counterfactual reasoning by counterfactuality enhancers, which enhance rather than directly signal entry into the counterfactual realm. There are more counterfactuality enhancers in subtractive than additive counterfactual premises. Hence, Chinese-speaking children might more readily interpret subtractive than additive counterfactual premises, leading to better performance on subtractive than additive counterfactual reasoning tasks. This difference between logical structures might be larger in Chinese than English, as English has counterfactual markers, which enable direct inference of counterfactuality regardless of logical structures. Consistent with these propositions, in two experiments, the present study found that Chinese preschool children's accuracy was significantly higher for subtractive than additive counterfactual reasoning. Also, the difference between logical structures was much larger compared to a previous study in UK children using a similar counterfactual reasoning task. Hence, the use of counterfactuality enhancers in Chinese might shape a developmental difference between subtractive and additive counterfactual reasoning. Parents and teachers may attend to this developmental pattern when scaffolding children's counterfactual reasoning growth.

Thinking Style Moderates the Impact of the Classroom Environment on Language Creativity.

The classroom environment significantly affects the development of creativity. This study examined the impact of the classroom environment on students' creativity and the moderating role of thinking styles in this relationship. For this study, we recruited 451 students from six secondary schools. Data were collected using the Chinese Language Creativity Test, Classroom Environment Inventory, and Thinking Styles Inventory. Hierarchical regression analysis examined the moderating effect of thinking styles on the relationship between the classroom environment and creativity. The results showed that peer relationships in the classroom environment negatively influence students' fluency and originality in creativity. At the same time, teachers' evaluation and teaching methods positively affect the fluency of creativity. Thinking styles moderated the impact of the classroom environment on language creativity. This study identified four different moderating effects: the thinking styles matching the classroom environment can enhance language creativity, whereas the mismatched ones hinder it. However, matching would limit language creativity for individuals with creative thinking styles (e.g., legislative and anarchic thinking styles), while a mismatch can boost creative performance. The findings help educators understand students' creativity with different thinking styles in various classroom environments and provide individualized and effective strategies for optimizing educational environments and enhancing language creativity.

More than a piece of cake: Noun classifier processing in primary progressive aphasia.

INTRODUCTION: Clinical understanding of primary progressive aphasia (PPA) has been primarily derived from Indo-European languages. Generalizing certain linguistic findings across languages is unfitting due to contrasting linguistic structures. While PPA patients showed noun classes impairments, Chinese languages lack noun classes. Instead, Chinese languages are classifier language, and how PPA patients manipulate classifiers is unknown. METHODS: We included 74 native Chinese speakers (22 controls, 52 PPA). For classifier production task, participants were asked to produce the classifiers of high-frequency items. In a classifier recognition task, participants were asked to choose the correct classifier. RESULTS: Both semantic variant (sv) PPA and logopenic variant (lv) PPA scored significantly lower in classifier production task. In classifier recognition task, lvPPA patients outperformed svPPA patients. The classifier production scores were correlated to cortical volume over left temporal and visual association cortices. DISCUSSION: This study highlights noun classifiers as linguistic markers to discriminate PPA syndromes in Chinese speakers. HIGHLIGHTS: Noun classifier processing varies in the different primary progressive aphasia (PPA) variants. Specifically, semantic variant PPA (svPPA) and logopenic variant PPA (lvPPA) patients showed significantly lower ability in producing specific classifiers. Compared to lvPPA, svPPA patients were less able to choose the accurate classifiers when presented with choices. In svPPA, classifier production score was positively correlated with gray matter volume over bilateral temporal and left visual association cortices in svPPA. Conversely, classifier production performance was correlated with volumetric changes over left ventral temporal and bilateral frontal regions in lvPPA. Comparable performance of mass and count classifier were noted in Chinese PPA patients, suggesting a common cognitive process between mass and count classifiers in Chinese languages.

Psycho-linguistic and educational challenges in Teaching Chinese (Mandarin) Language: voices from None-Chinese teachers of Mandarin language.

BACKGROUND: Chinese/Mandarin language instruction to undergraduate students from non-Chinese speaking countries has become a topic of increasing interest, driven by China's influential role in global political and economic dynamics. With Mandarin being the language spoken by approximately 70% of Chinese speakers, it is not only taught within China but also in institutions around the world. While teaching any second or foreign language presents unique challenges, the specific challenges faced in Mandarin language education have not received comprehensive scrutiny, prompting the need for further investigation. OBJECTIVES: The primary objective of this study was to explore the challenges associated with teaching and learning Mandarin from the perspectives of non-native Mandarin language teachers. By adopting a qualitative (phenomenological) research approach, we aimed to uncover the multifaceted challenges that confront both educators and learners in the context of Mandarin language instruction. METHODOLOGY: The research methodology employed for this study involved the use of semi-structured interviews conducted with 15 Mandarin language teachers, who were chosen through theoretical sampling. These interviews were transcribed into text files and subsequently subjected to qualitative data analysis, which was facilitated by the use of MAQDA software. This approach allowed us to identify and categorize the various challenges and problems encountered in the teaching and learning of Mandarin. FINDINGS: The research findings revealed a range of challenges and problems experienced in Mandarin language education. These challenges were grouped into two primary thematic categories: psycho-linguistic and educational challenges. The linguistic challenges are deeply rooted in the distinctive features of the Mandarin language, presenting obstacles that necessitate innovative teaching strategies and materials. Educational challenges extend beyond native speaker proficiency, emphasizing the requirement for a comprehensive pedagogical skill set among instructors. IMPLICATIONS: The implications of this research extend to various stakeholders in the field of Chinese/Mandarin language education, including policymakers, educators, curriculum designers, and learners. Understanding the linguistic, educational, and psychological challenges can inform the development of more effective teaching methods, curriculum design, and motivation-enhancing strategies, ultimately promoting a more successful and engaging Mandarin language learning experience for non-native speakers.

Cross-cultural adaptation and validation of vocal fatigue index (VFI) to Chinese language.

Objectives: This study aimed to translate the Vocal Fatigue Index (VFI) into Simplified Chinese and test its reliability and validity in mainland China. Methods: The original English version of the VFI was translated and adapted to a Simplified Chinese version (VFI -SC). Fifty-four participants with voice disorders and 21 healthy controls completed the VFI-SC. Sixteen participants with voice disorders completed it again two weeks later. Reliability, validity, and receiver operating characteristic (ROC) of the VFI-SC were analyzed. Results: The Cronbach's alpha values for the VFI factor scores were found to be 0.930 for tiredness and avoidance of voice use (factor 1), 0.878 for physical discomfort with voice use (factor 2), and 0.915 for improvement of symptoms with voice rest (factor 3). The test-retest reliability was 0.967 for all three factors. There was a significant difference between the total scores of the patient group and the control group (p < 0.01). Factor 1 and factor 2 were positively correlated with the Voice Handicap Index (VHI-30). The ROC curves showed acceptable intrinsic accuracies for factor 1 (AUC = 0.883), factor 2 (AUC = 0.901), and factor 3 (AUC = 0.800), with cutoff scores of 22, 7, and 9, respectively. Conclusions: This study provides preliminary evidence that the VFI-SC has good reliability and validity. It can be used to screen for clinical symptoms of voice fatigue in mainland China.

What are the cognitive-linguistic profiles and subtypes of Chinese adolescents with dyslexia?

While research has identified multiple deficits that may lead to dyslexia, the profiles of adolescents with dyslexia and dyslexia subtypes are yet fully understood. This study examined the profiles of Chinese adolescents with dyslexia and identified dyslexia subtypes. Adolescents from grades 7 to 9 (n = 184, 92 with dyslexia) were evaluated on morphological skills, visual-orthographic knowledge, rapid naming, working memory, word reading, word spelling, reading fluency and reading comprehension. The results revealed that adolescents with dyslexia performed less well on the cognitive-linguistic and literacy measures than typically developing adolescents. A logistic regression analysis also showed that morphological skills, visual-orthographic knowledge and rapid naming were significantly predictive of dyslexia status. Using cluster analysis and guided by the multiple deficit hypothesis, this study identified four dyslexia subtypes: morphological deficit, visual-orthographic knowledge deficit, rapid naming deficit and global deficit showing multiple cognitive-linguistic and literacy problems. Understanding the profiles and subtypes of dyslexia could enable educational psychologists and educators to select appropriate assessment measures and develop intervention strategies to support the learning of Chinese adolescents with dyslexia.

Effects of Chinese Language Learning Anxiety on the Mental Health of International Students in China: The Chain Mediating Effect of Campus Adaptation and Academic Resilience.

Introduction: Studies have shown that Chinese language learning anxiety among international students in China can negatively affect their psychological adjustment. However, the specific effects and conditions of learning anxiety need to be further investigated. This study explored the mediating effects between Chinese language learning anxiety and psychological adjustment of international students in China. Methods: Chinese Learning Anxiety Scale, Campus Adaptability Scale for International Students in China, Academic Resilience Questionnaire for International Students in China, Zung's Self-Rated Depression Scale were administered to 307 international students from Nanjing Normal University in China, including 165 male students and 131 female students, aged 19-28 (M =21.42; SD = 1.528). Results: Chinese language learning anxiety significantly predicted the psychological well-being of international students after controlling for gender and age variables. Furthermore, Chinese language learning anxiety predicted the mental health of students through the independent mediating effect of campus adaptation and academic resilience, as well as the chain mediating effect of campus adaptation and academic resilience. Conclusion: The study has theoretical and practical significance for improving international students' psychological adaptation and health, and implications for those involved in the management and teaching of international students in China. The research conclusions are as follows: firstly, when the Chinese learning anxiety of international students in China is strong, their campus adaptation and psychological resilience are reduced, and levels of depression increase; secondly, grades are significantly correlated with anxiety dimensions, and higher grades are associated with lower anxiety levels; finally, the mediating effects of campus adaptation and academic resilience were significant, together with a significant chain mediating effect of campus adaptation and academic resilience.

Motivation as an Axiological Factor in Learning Chinese.

Motivation and a positive attitude play a decisive role in learning any foreign language. This study aims to investigate the motivation behind learning Chinese language in Central Asia and Russia and to identify the main problems related to mastering this language in those countries. The study draws on an anonymous questionnaire survey involving students and multiple oral interviews with Chinese language learners and teachers. The information was collected and analyzed manually by the researchers. The resulting statistical data was generated in Microsoft Excel and then presented as charts and tables. Through a student survey and teacher interviews, the study identified the long-term and short-term motivators for learning Chinese language, namely study (5%), cultural interest (7%), friendship (15%), cross-border communication (20%), travel intentions (25%), and greater employment opportunities (28%). The most common reason for learning the language was a desire to work in China (28%), and the least popular one was to study there (5%). Teachers defined motivation as a major challenge in teaching Chinese language (79%). According to teachers, learners with low motivation and unmotivated individuals are hardly responding to what happens in the classroom. The results of the study may be used as a platform for further research in education, teaching, psychology and linguistics.

Why do master's students of humanities and social sciences publish papers in Chinese-language predatory journals? A qualitative study based on Grounded Theory.

In China, master's students in humanities and social sciences (HSS) are becoming the main target of Chinese-language predatory journals. Existing research has not paid enough attention to why these students publish papers in Chinese-language predatory journals. This research interviewed 30 HSS master's students with different majors using semi-structured interviews and Grounded Theory to analyze the data; it found that research discrimination, research context, self-awareness, and individual demand are the main reasons why students publish papers in Chinese-language predatory journals. This study provides the following suggestions in an effort to solve the problem of Chinese-language predatory journals. First, the Chinese government should draw up a blacklist of Chinese-language predatory journals. Second, the research evaluation departments of Chinese universities and research institutions should evaluate the research results of HSS master's students based on this list. Third, Chinese universities or scientific research institutions should strengthen the training of HSS master tutors and increase their awareness of Chinese-language predatory journals. And finally, Chinese HSS master's students should be taught about the hazards of Chinese-language predatory journals in research integrity and ethics courses, and refuse to publish papers in Chinese-language predatory journals.

The implications of internet-based Chinese language courses on online classes.

Interactionist and social-cultural perspectives on second language acquisition suggest that interactions between teachers and students offer promising avenues for acquiring Chinese as a second language, which the vast majority of international students consider difficult. Computer-mediated communication is far safer than face-to-face encounters during the present pandemic. Three aims are being investigated here. It is important to first analyze the differences between traditional classroom and online learning by different modes, then analyze the various ways teachers use computer-mediated communication, and finally analyze the challenges and opportunities presented by online Chinese as a second language courses using qualitative research methods. Three teachers and 84 students are analyzed statistically in terms of their multimodal interactions, and the quality of their weekly classroom exchanges is assessed through an interpretive analysis of questionnaire data, all in the name of a mixed-methods approach. Particular attention was paid to the challenges of online tutoring for students, the discrepancy between instructor and student understandings, and the use of several teaching strategies with international students. The online classroom environment places unique demands on the quality of student-teacher communication. Different strategies must be used when teaching non-native speakers of Chinese as a second language compared to teaching in a traditional classroom setting.

Creative thinking in the teaching of Chinese language and literature in colleges from the perspective of educational psychology.

In the major of Chinese language and literature, the reading of Chinese language and literature is the most basic part. With the development of internet technology, the teaching of Chinese language and literature has also ushered in new changes. In order to better innovate the teaching methods of Chinese language and literature education according to the emerging internet technology, this study applies the scaffolding teaching model based on educational psychology to Chinese language teaching. Firstly, the educational psychology and scaffolding teaching theory are analyzed, and a scaffolding teaching model of educational psychology is proposed. Secondly, this model is applied to the teaching of Chinese language and literature majors in colleges, and teaching experiments are carried out. The results show that the Chinese language and literature reading anxiety of the students in the experimental class has been alleviated to a certain extent. After using the scaffolding teaching model based on human-computer interaction and educational psychology to conduct teaching experiments, the average reading anxiety of the experimental class is 67.13 points, and the average reading anxiety of the control class is about 76.52 points. The average post-test reading anxiety of the experimental class is 9.39 points lower than that of the control class. The students' Chinese language and literature scores improve after the experiment. Therefore, the scaffolding teaching model based on educational psychology can be used in the teaching of Chinese language and literature majors in colleges and universities. This study can realize the effective teaching inside and outside the classroom of Chinese language and literature in colleges and universities, promote the deep integration of educational psychology and the teaching of Chinese language and literature, and provide a new teaching idea for Chinese language and literature teachers.

Sex differences in item and associative memory among older adults with amnestic mild cognitive impairment.

In older adults without cognitive impairment, women have an advantage over men in verbal memory tests; however, whether women with amnestic mild cognitive impairment (aMCI) exhibit this advantage remains controversial. We evaluated sex-specific differences in older adults with and without aMCI in item and associative verbal memory by using an associative memory task with immediate and delayed recognition conditions. The associations between memory task performances and medial temporal morphometric measures were examined. The study included 49 individuals with aMCI and 55 healthy older adults (HOs). The results revealed that a female advantage in immediate item and delayed associative memory was evident in HOs, and the female advantage in associative memory persisted even after item memory performance was controlled. By contrast, the female advantage was absent in individuals with aMCI; such women had more associative false alarms than men with aMCI. Furthermore, decreases in item memory, associative memory, and cortical thickness in the perirhinal and entorhinal regions in individuals with aMCI versus their sex-matched controls were more prominent in women than in men. The relation between brain structure and associative memory function was evident only for women, indicating that women and men may have different cognitive and neural mechanisms for processing associative memory. These findings support the concept of cognitive reserve in women during normal aging. Accounting for sex differences in verbal memory performance is crucial to improve aMCI identification, particularly for women.

The association between parent-child relationship and problematic internet use among English- and Chinese-language studies: A meta-analysis.

As past studies of the association between parent-child relationship and problematic internet use show mixed results and are influenced by many factors, this meta-analysis of 75 primary Chinese and English language studies from 1990 to 2021 with 110,601 participants (aged 6-25 years) explored (a) the overall association between parent-child relationship and problematic internet use, and (b) whether the association is affected by their types, country, measures, objects of the parent-child relationship, gender, age, year and publication types. We used funnel plots, Classic fail-safe N and Egger's test to test for publication bias and for moderation with the homogeneity tests. The results showed a negative association between quality of parent-child relationship and problematic internet use (r = -0.18, 95% CI = [-0.20, -0.15]). The moderation analysis found that compared with internet addiction tendency, the association between social media addiction and parent-child relationship was stronger. Moreover, the association between the parent-child relationship and problematic internet use of emerging adults (18-25 years old) was stronger than that of adolescents (12-18 years old). Furthermore, the negative association between parent-child relationship and problematic internet use was weaker (a) in Italy than those in Turkey and China, (b) when using CPS (Closeness to Parents Scale), IPPA (Inventory of Parent and Peer Attachment), or PARQ (Parent-Child Relationship Questionnaire) measuring parent-child relationship than using PCCS (Parent-Child Communication Scale), (c) when using IAT measuring problematic internet use rather than using IGDS or APIUS. Hence, these results indicate a negative association between parent-child relationships and problematic internet use, and the association is moderated by types of problematic internet use, age, country, scales of both parent-child relationship and problematic internet use.

The Chinese Translation Study of the Cognitive Reserve Index Questionnaire.

Purpose: The purpose of this study was to perform the translation and adaption of the Cognitive Reserve Index questionnaire into Chinese and assess the reliability of the Chinese version. Materials and Methods: The Chinese version of the Cognitive Reserve Index questionnaire was created from a standard forward-backward translation. A total of 371 volunteers, aged between 20 and 89 years, participated in this survey. Participants were divided into three age-groups (Young, Middle-aged, and Elderly), and subgroup differences were examined by independent samples t-tests, ANOVA analysis as well as post-hoc analysis. Pearson correlation analysis was applied to test the association between the total scores and each subscore (CRI-Education, CRI-WorkingActivity, and CRI-LeisureTime). The internal consistency and test-retest reliability of the Cognitive Reserve Index questionnaire were assessed. The test-retest reliability was measured among 40 participants with a 2-week interval using intraclass correlation coefficient. Results: Strong correlations were observed between the total scores and each subscore (CRI-Education, CRI-WorkingActivity, and CRI-LeisureTime: r = 0.65, 0.79, and 0.70, respectively). In contrast, it was found low to moderate correlations among three subscores. The internal consistency was acceptable (Cronbach's alpha coefficient = 0.68). The intraclass correlation coefficient for total scores of the Chinese version of the Cognitive Reserve Index questionnaire was 0.87 (95% CI 0.74-0.93). Conclusion: The Chinese version of the Cognitive Reserve Index questionnaire was a potentially reliable and practical tool for evaluating cognitive reserve accumulated through a person's life span.

Chinese language teachers' dichotomous identities when teaching ingroup and outgroup students.

Research into second language teacher identity has experienced a shift in recent years from a cognitive perspective to social constructionist orientation. The existing research in Chinese language literature in relation to Foreign Language (CFL) teachers' identity shift is principally in relation to the change of social, cultural, and institutional contexts. Built on the current literature, this research asks: "How might teachers' self-images or self-conceptualizations be renegotiated when they are located within their own mainstream cultural and educational system, yet comprised of students from various cultural backgrounds?" The data were collected from a group of CFL teachers in a South China university. The research found that students' backgrounds largely impacted on, and led to, the teachers' dichotomous relational identities, but did not dramatically change the teachers' perception on what or how much subject knowledge to be possessed to make an ideal CFL teacher. This attribute of their identity was sustained even though the teaching content was modified at a practical level in response to groups' differences. Further, the CFL teachers' pedagogical identity remained stable with only minor modifications when teaching "ingroups" and "outgroups" of students.

Status bias in Chinese scholarly publishing: an exploratory study based on mixed methods.

The academic community requires not only responsible research but also responsible academic journals. An exploratory study of Chinese-language academic journals that used mixed methods found Chinese-language academic journals on the humanities and social sciences exhibiting a widespread status bias. Most of them summarily rejected submissions from junior researchers and students without paying due attention to the quality of the research itself. The main reasons for this problem are editorial department resources, the scientific research evaluation system, the editorial department culture, and the wider academic environment. This study recommends that Chinese-language academic journals join the Committee on Publication Ethics, other publishing ethics organizations, and the "Responsible Journals" program as soon as possible.

The Role of Chinese Language Learners' Academic Resilience and Mindfulness in Their Engagement.

One of the growing area of interest in the educational area is student engagement which is the major construct of positive psychology (PP) vital in growing energetic, innovative, and pleasurable learning, but unluckily, all students are not engaged in terms of cognition, emotion, and behavior in learning. Another concept in the PP literature is resilience which emphasizes institutes' and people's powers and self-constraint to conform to accidental conditions. Furthermore, mindfulness as a significant term in PP has critical benefits such as improving working memory, improving wellbeing, and lowering tension. Considering the importance of mindfulness and engagement in academic environments and that such a notion in foreign language learning is neglected, the current study attempts to inspect the effect of mindfulness and resilience on the engagement of Chinese foreign language students. To meet this objective, 1,693 EFL learners participated in this study. They responded to the mindfulness scale, resilience scale, and engagement questionnaire. Subsequently, the Spearman Rho test was exploited to shed light on probable relationships. The findings indicated that there was a significant correlation among the variable of the study. Moreover, a linear multiple regression analysis was run to examine the predictor roles of mindfulness and resilience in learners' engagement. The findings revealed that both mindfulness and resilience are positive and reliable predictors of engagement. In a nutshell, the central position of resilience and mindfulness in language learning was verified, and based on the findings; a few suggestions are made considering the results of the research.