This study explored how Mindfulness, as a pedagogical approach, enhances focus on the present moment, enabling individuals to perform tasks accurately. It was conducted at the university level to enhance the learning of English as a Foreign Language (EFL). Action research was employed as a methodology, given the collaborative nature of the work between researchers and teachers. A seven-week strategy program was based on guided breathing, mindful writing, visualizations, gratitude, and musicograms in an A1.2 English class in Ecuador. The strategies were integrated into communicative tasks in English, facilitating the expression of emotions and the use of new vocabulary in a relaxed environment. Five key themes emerged: emotional regulation, focus, progressive acceptance, personal growth, and a positive learning environment. These practices helped reduce anxiety, increase concentration, and encourage active participation. The results show that students rated the activities positively, highlighting greater emotional awareness and well-being. Most recognized improvements in attention, vocabulary, and academic performance. The study concludes that mindfulness promotes both emotional development and language learning, serving as an effective tool in teaching English in university contexts.