Scholarlink

<p>This longitudinal study investigated whether ambiguity tolerance mediates the relationship between mindfulness intervention and second language (L2) English reading comprehension among Chinese university students learning English as a foreign language (EFL). Using a single-site randomized controlled design with stratified allocation, 160 participants were randomly assigned to either an 8-week mindfulness intervention or a no-intervention control group, with assessments at four time points: baseline (T0), mid-intervention (T1), post-intervention (T2), and three-month follow-up (T3). A latent growth curve mediation model indicated that changes in ambiguity tolerance statistically mediated the association between mindfulness training and reading comprehension improvements (indirect effect = 0.27, 95% CI [0.18, 0.36], <i>p</i> &lt; 0.001), accounting for approximately 64% of the total effect. Mediation was particularly pronounced for ambiguity processing capacity and inferential ability. The mindfulness intervention was associated with substantial gains in ambiguity tolerance (<i>d</i> = 1.59) and in each reading comprehension dimension (<i>d</i> = 0.92–1.73, all <i>p</i>s &lt; 0.001), and cross-lagged panel analysis showed that prior changes in ambiguity tolerance predicted subsequent reading comprehension change, whereas the reverse path was not significant. These findings are consistent with a model in which mindfulness practice enhances L2 reading comprehension, at least in part, by increasing learners’ capacity to tolerate and process textual ambiguity. Because the study was conducted at a single university without an active control condition or blinded outcome assessment, the causal interpretation should be regarded as preliminary and in need of replication in more diverse settings.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Ambiguity tolerance as a mediator: how mindfulness intervention enhances English reading comprehension among university students

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月27日

查看全文
  • Chaoyi Huang

摘要

This longitudinal study investigated whether ambiguity tolerance mediates the relationship between mindfulness intervention and second language (L2) English reading comprehension among Chinese university students learning English as a foreign language (EFL). Using a single-site randomized controlled design with stratified allocation, 160 participants were randomly assigned to either an 8-week mindfulness intervention or a no-intervention control group, with assessments at four time points: baseline (T0), mid-intervention (T1), post-intervention (T2), and three-month follow-up (T3). A latent growth curve mediation model indicated that changes in ambiguity tolerance statistically mediated the association between mindfulness training and reading comprehension improvements (indirect effect = 0.27, 95% CI [0.18, 0.36], p < 0.001), accounting for approximately 64% of the total effect. Mediation was particularly pronounced for ambiguity processing capacity and inferential ability. The mindfulness intervention was associated with substantial gains in ambiguity tolerance (d = 1.59) and in each reading comprehension dimension (d = 0.92–1.73, all ps < 0.001), and cross-lagged panel analysis showed that prior changes in ambiguity tolerance predicted subsequent reading comprehension change, whereas the reverse path was not significant. These findings are consistent with a model in which mindfulness practice enhances L2 reading comprehension, at least in part, by increasing learners’ capacity to tolerate and process textual ambiguity. Because the study was conducted at a single university without an active control condition or blinded outcome assessment, the causal interpretation should be regarded as preliminary and in need of replication in more diverse settings.