جلال نظیری

Mindfulness-based training (MBT) and clinical supervision (CS) are two somewhat alternative approaches in education, the promising results of which have been reported in the English as a foreign language (EFL) literature. Accordingly, the current study sought to explore the differential impacts of MBT and CS for EFL teachers on the overall achievement of the learners they taught. The teacher and learner participants, selected non-randomly through convenience sampling, comprised 64 teachers and 663 of their learners teaching and learning English at one private language school in Tehran. The teachers were randomly divided into two equal groups each consisting of 32 participants. There were 327 learners in the CS group of teachers and 336 learners in the MBT group of teachers. Prior to the treatment, the two learner groups took a sample Preliminary English Test (PET) as the pretest. Next, one of the teacher groups underwent CS while the second group was exposed to MBT. After the treatment, both learner groups who had been taught by the two groups of teachers took another sample PET as the posttest. The statistical analysis revealed that the learners taught by the MBT group outperformed those taught by the CS group significantly. Based on the results, teacher educators and supervisors are encouraged to raise teachers’ awareness concerning the benefits of MBT in their working environments.