Mingrui Li
Pronouns: He/Him
Research Mentor(s): Trisha Dowling
Co-Presenter:
Research Mentor School/College/Department: English Language Institute / LSA
Presentation Date: April 20
Presentation Type: Oral5
Session: Session 4 – 2:40pm – 3:30 pm
Room: Breakout room 4
Authors: Trisha Dowling, Mingrui Li
Presenter: 5
Abstract
This project aims to incorporate mindful listening activities in English for Academic Purposes courses. Mindful listening promotes both passive and active listening while also providing students with mental health management skills. Research shows that international students face a plethora of mental stress: anxiety, depression, and burnout are common (Bhochhibhoya, Dong, & Branscum, 2017). The stresses of international students are not only related to academic life, but also existing in a new culture and language, often on their own. For them, stresses “can be additive and interactive” (Rice, Choi, Zhang, Morero, & Anderson, 2012). This study conducted by my mentor, Trisha Dowling, seeks to understand the effect of mindful listening in relation to stress management and listening comprehension through the lens of international graduate students. This study mainly relies on students’ active participation in mindful listening activities and rating their stress levels before and after these activities. The survey asks the students how much of the content they comprehend and tracks how comfortable they are managing stress throughout the course. With these three parameters, this study hopes to promote stress reduction through passive and active listening and also improve knowledge of the field of mindfulness, especially related to international graduate students.
Arts and Humanities, Interdisciplinary
