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<p>Emotions during language learning fluctuate rapidly, but intervention studies often miss when change occurs. In a two-arm randomized ecological momentary trial, 84 university foreign-language learners completed a 20-day protocol comprising 5 baseline, 10 intervention, and 5 post-intervention days, with five assessments per day (6,281 observations). Forty-seven participants completed three daily 5-minute cyclic sighing sessions at fixed learning-proximal times (11:00, 13:00, and 15:00); 37 controls continued learning as usual. Dense within-person modelling revealed a dual-timescale pattern: anxiety was selectively lower at learning-proximal assessments during the intervention, indicating an acute relief window that was not evident at the end-of-day assessment, while across days anxiety increased in controls but remained near baseline with breathwork. Boredom showed weaker buffering and enjoyment no clear change. Exploratory network analyses suggested weaker heart-rate coupling to anxiety and enjoyment. Brief scheduled cyclic sighing may provide feasible just-in-time regulation during language learning.</p>

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Learning proximal cyclic sighing buffers anxiety across learning moments and boredom across days

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月23日

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  • Peng Wang,
  • Lesya Ganushchak,
  • Camille Welie,
  • Roel van Steensel

摘要

Emotions during language learning fluctuate rapidly, but intervention studies often miss when change occurs. In a two-arm randomized ecological momentary trial, 84 university foreign-language learners completed a 20-day protocol comprising 5 baseline, 10 intervention, and 5 post-intervention days, with five assessments per day (6,281 observations). Forty-seven participants completed three daily 5-minute cyclic sighing sessions at fixed learning-proximal times (11:00, 13:00, and 15:00); 37 controls continued learning as usual. Dense within-person modelling revealed a dual-timescale pattern: anxiety was selectively lower at learning-proximal assessments during the intervention, indicating an acute relief window that was not evident at the end-of-day assessment, while across days anxiety increased in controls but remained near baseline with breathwork. Boredom showed weaker buffering and enjoyment no clear change. Exploratory network analyses suggested weaker heart-rate coupling to anxiety and enjoyment. Brief scheduled cyclic sighing may provide feasible just-in-time regulation during language learning.