Arab World English Journal (AWEJ) Volume 14. Number 2 June 2023                                             Pp. 161-177

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Mindfulness-based Classroom Intervention: Boon or bane to ESL Teachers in Malaysia?

 Puteri Zarina Megat Khalid
Department of English Language and Literature
Faculty of Languages and Communication
Sultan Idris Education University, Malaysia
Corresponding author:

Haddi @ Junaidi Kussin
Department of English Language and Literature
Faculty of Languages and Communication
Sultan Idris Education University, Malaysia

 Mazlin Mohamed Mokhtar
Department of English Language and Literature
Faculty of Languages and Communication
Sultan Idris Education University, Malaysia

Mohd Haniff Mohd Tahir
Department of English Language and Literature
Faculty of Languages and Communication
Sultan Idris Education University, Malaysia


Received:12/16/2022             Accepted:04/17/2023                     Published:06/24/2023


Teachers as well as pupils may experience stress during the process of teaching and learning a second language in a classroom setting. Mindfulness-Based Interventions are an effective way to manage stress issues in language classrooms.  This study aimed to explore the perception of selected English as a Second Language (ESL) teachers on implementing MBIs during their online lessons regarding their understanding of and challenges in its execution. The perceptions of Malaysian English language teachers of this intervention have not been adequately evaluated, despite being one of the most important stakeholders in academia. Seventeen English language instructors from two secondary schools in Perak were interviewed using a semi-structured format. The subjects were chosen using a convenient sampling method. The goal was to determine what the teachers thought about the intervention in general. In addition, their readiness and acceptance of the method are also investigated. The interview was also conducted to elicit their thoughts on the potential inhibitors and facilitators to the introduction of MBIs in their lessons. The findings indicate that the idea of mindfulness is still new to the teachers since they do not understand it collectively. The challenges associated with executing the plan are also emphasized, along with recommendations for mitigating them. Despite possible obstacles, the teachers exhibit a generally positive attitude and a strong desire to implement Mindfulness-based Interventions in their classrooms.
Keywords: ESL teachers, Mindfulness-based classroom, intervention, perception, studentsr

Cite as:  Puteri Zarina, M. K., Kussin, H. J., Mokhtar, M.M., &  Tahir, M.H.M.  (2023). Mindfulness-based Classroom Intervention: Boon or bane to ESL Teachers in Malaysia?  Arab World English Journal, 14 (2) 161-177.


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Received: 12/16/2022 
Accepted: 04/17/2023
Published: 06/24/2023 

Puteri Zarina is a senior lecturer currently attached to Sultan Idris Education University, Malaysia.  Among her research interests are TESL, discourse analysis, TVET, ESP, and Systemic Functional Linguistics.  She received her Ph. D. in English Language from University of Glasgow, Scotland.  ORCID: 0000-0002-9296-8662

 Kussin is a lecturer from the Faculty of Languages and Communication, Sultan Idris Education University, Malaysia.  His research interests are language acquisition, language learning strategies and language policies, among many. Currently pursuing his Ph.D. in Language Policies. ORCID:

Mokhtar is a Senior Lecturer in UPSI and an experienced TESL lecturer who has taught previously in schools and polytechnics. She graduated with Ph.D. from the University of Auckland, New Zealand. ORCID id:

Tahir is a Senior Lecturer and internationally recognized researcher from Sultan Idris Education University, Malaysia. His focus areas include materials development and evaluation, and digital learning. ORCID ID