International Students' Perceptions of Social Exclusion and Foreign Language Learning Anxiety: The Role of Resilience and Mindfulness

Abstract

International students, despite tolerance policies, may experience social exclusion due to socio-cultural differences, psychological factors, and individual preferences, and their language learning anxiety may increase as a result of these experiences. The consequences of both social exclusion and language learning anxiety may prevent international students from achieving their goals, and negative psychological consequences may occur. Although social exclusion is a common situation faced by international students, the relationship between social exclusion and anxiety in language learning processes is poorly understood. Moreover, the mediating mechanisms affecting this relationship have not been revealed. This study examined the mediating role of resilience and mindfulness in the relationship between international students' perceptions of social exclusion and language learning anxiety. In the study, a relational survey model was employed. Participants were 335 students (170 female, 165 male, Mage = 20.46 years, SD = 3.51) who came to Türkiye for university education and enrolled in Turkish Language Teaching Application and Research Centres. "College Belongingness Questionnaire", "Foreign Language Learning Anxiety Scale" "Brief Resilience Scale" and "Mindful Attention Awareness Scale" were used for data collection. The results showed that the perception of social exclusion predicted foreign language learning anxiety. It was also found that resilience and mindfulness play a role in the relationship between social exclusion and foreign language learning anxiety. The importance of resilience and mindfulness in coping with the negative effects of social exclusion and foreign language learning anxiety was understood.

Keywords

• International student
• Language learning anxiety
• Mindfulness
• Resilience
• Social exclusion

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