Mitigating EFL students' academic disengagement: The role of teachers’ compassion and mindfulness in China

There has newly been a lot of interest in higher education literature and policy on the notions of learner engagement and disengagement. Learner disengagement is a continuous difficulty in academic circumstances. To mitigate learners' disengagement, some factors seem interesting to be taken into consideration by scholars. One of them is mindfulness, defined as a resting strategy that is related to constructive influences when utilized as a coping mechanism for anxiety and apprehension. Furthermore, compassion is another factor that is regarded as a central dimension of the exercise of mindfulness. It refers to understanding how to be available, compassionate, and sympathetic towards oneself and others. Regarding the significance of these factors, the objective of this review is to investigate the role of mindfulness and compassion in reducing learners’ educational disengagement in language education. Finally, future directions as well as educational implications for educational stakeholders are introduced following this review.