Objective: This study examined the effects of mindfulness skills training on academic self-regulation and behavioral inhibition among adolescent English language learners.

Method: This quasi-experimental study used a pretest–posttest control-group design. Participants were 40 learners aged 15–18 years recruited through convenience sampling from two existing classes at Meraj Andisheh Language Institute in Mashhad, Iran. They were divided into experimental and control groups, each comprising 20 participants. The experimental group received mindfulness skills training in 18 sessions of 15 minutes each, three times per week, while the control group continued regular English language instruction. The instruments included the Motivated Strategies for Learning Questionnaire and the Behavioral Inhibition/Behavioral Activation System Scales. Data were analyzed using multivariate analysis of covariance (MANCOVA), controlling for pretest scores.

Results: The multivariate group effect was significant (Wilks’ Λ = 0.65, F(2, 35) = 9.42, p < .001, ηp² = .35). Significant group effects were also found for academic self-regulation (F = 16.65, p < .001, ηp² = .316) and behavioral inhibition (F = 12.676, p = .001, ηp² = .260).

Conclusion: Mindfulness skills training may improve academic self-regulation and increase behavioral inhibition scores among adolescent English language learners. However, given the limited sample size, the findings should be generalized with caution.