Published Online:December 2025
Product Name:The IUP Journal of English Studies
Product Type:Article
Product Code:IJES071225
DOI:10.71329/IUPJEs/2025.20.4.62-85
Author Name:Bonala Kondal and Swamy Bairi
Availability:YES
Subject/Domain:Arts and Humanities
Download Format:PDF
Pages:62-85
This study examines the role of mindful learning and metacognitive strategies in enhancing reading comprehension among secondlanguage (L2) learners. The study adopted a mixed-methods approach using 60 intermediate English as a Second Language (ESL) students. The participants received training in metacognitive strategies and mindfulness exercises over an eight-week period. Pre- and post-tests, strategy-use questionnaires, and semi-structured interviews were employed to collect data. The quantitative outcome revealed significant changes in participants’ reading comprehension scores and in their use of metacognitive strategies. The qualitative results supported increased focus, self-awareness, and confidence in solving complex texts among the learners. The paper concludes that mindful learning and metacognitive strategies can be effective in providing a transformative reading experience for L2 learners, thereby fostering cognitive and emotional engagement.
One of the most significant areas of second language acquisition (SLA) is reading comprehension, as it is a key path towards academic success and the development of language proficiency (Jeon & Yamashita, 2022).