Reading with Awareness: How Mindful Reading Shapes Self-Regulation and Engagement in EFL Learning

Abstract

Mindful awareness during reading is becoming widely acknowledged as an important psychological aspect in promoting students' engagement with English texts. However, limited empirical attention has been given to how mindful reading relates to reading self-regulation and EFL reading engagement in higher education contexts. This study examined the mediating role of reading self-regulation in the relationship between mindful reading and EFL reading engagement among university students. A quantitative survey design was employed involving 169 university students enrolled in English-related courses. Data were collected using an adapted questionnaire measuring three latent constructs: mindful reading, reading self-regulation, and EFL reading engagement. Mindful reading was defined as students’ focused attention, present-moment awareness, and non-judgmental awareness during English reading. Reading self-regulation referred to students’ ability to plan, monitor, adjust, and evaluate their reading strategies, while EFL reading engagement represented students’ behavioral, emotional, and cognitive involvement in reading English texts. The data were examined using partial least squares structural equation modeling (PLS-SEM). The study found that mindful reading was linked to improved reading self-regulation and EFL reading engagement. Reading self-regulation also helped to increase EFL reading engagement by mediating the association between attentive reading and EFL reading engagement. These findings underscore the necessity of incorporating mindful and self-regulatory elements in EFL reading training.