Abstract
In recent years, many Vietnamese students have actively enrolled in mindfulness meditation classes,
which has captured scientists' great attention. To find more evidence for previous studies as well as to
enrich the research literature, this study explores mindfulness meditation practice as a moderator of the
”relationship” between vocabulary”retention and” students’ foreign”language”learning efficiency”in
Vietnam. It was “conducted through”a cross-sectional”survey using”intentional sampling”technique
(n=200). Multivariable linear”regression analysis”and moderator variable regression are also applied to
prove the hypotheses. Research findings demonstrate that”there is a”positive and”significant
relationship”between mindfulness meditation”practice, vocabulary retention and students' foreign
language learning efficiency. In particular, mindfulness meditation practice acts as a regulatory variable
between the level of vocabulary retention and students' foreign language learning efficiency.