Exploring the impact of mindfulness in EFL teaching/ learning in Beninese technical colleges and Universities: A methodological inquiry into EFL practices

Abstract

There is an overall consent about students’ performances and global achievement in EFL practices in Beninese technical and vocational colleges and universities. Despite the ubiquitous character of English as a subject in almost all curricula implemented within those higher education training centres, it is noticeable that learners’ achievement is most of the time below the average. This study, questioning the methodological approaches used in those schools, suggests an exploration of mindfulness theory in classroom situation in order to boost the students’ performance, facilitate the learning process, and improve learners’ engagement. This paper reviews the contributions of scholars (linguists and psychologists) in language learning and acquisition and concludes that it is possible to tap maximally into the learners’ greatest potential through mindfulness to induce a radical change in their attitudes towards the learning of the English language and improve the quality of training as technical students or prospective engineers.