Abstract

This study investigates how a Mindfulness-Intervention Program (MIP) influenced the speaking experiences of Saudi female TESOL student-teachers, focusing on the regulation of Foreign Language Speaking Anxiety (FLSA). Guided by Kabat-Zinn’s mindfulness framework and Dörnyei’s Ideal L2 Self construct, a qualitative longitudinal design was implemented over ten weeks at a Saudi university. Data from weekly reflection journals and post-intervention interviews were analyzed using reflexive thematic and deductive content analysis. Findings revealed a developmental trajectory marked by emotional fluctuation, gradual stabilization, and increased communicative engagement across five themes: Turbulence in Transition, Becoming Emotionally Anchored, Breaking the Chain of Anxiety, From Silence to Presence, and Perceived Improvements in Speaking. Although anxiety persisted, mindfulness practices supported emotional regulation, reduced avoidance, and enhanced speaking confidence. Rather than directly improving linguistic competence, the MIP reshaped learners’ emotional orientation toward speaking, fostering greater willingness to communicate and more meaningful participation in Gulf EFL teacher-education contexts.

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