International Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: unknown
Published: Dec. 23, 2024
ABSTRACT Although psychological factors such as emotion and engagement have gained increasing attention for their role in language learning success, a substantial gap remains understanding the sources of boredom its impact on learners’ engagement, whether behavioural, affective or cognitive, languages other than English (LOTE). This study employs questionnaires semi‐structured interviews to examine cause‐and‐effect relationships between antecedents, distance online context among university Chinese second (CSL) teachers learners ( N = 17) from China. The findings suggest that (1) is primarily student‐oriented construct influenced by physical fatigue academic regression. Teacher‐related factors, slow predictable teaching pace, dull classroom design, lack questioning, explanations untimely feedback, also contribute boredom, along with tasks (e.g., repetitive, mechanical over‐challenging tasks), internet‐related issues. Boredom notably more present listening courses rather integrated courses. (2) affected behavioural distraction, sleepiness, mind‐wandering, task abandonment) subsequently impaired cognitive concentration, comprehension) emotional anxiety, anger) layers. elucidated intricate interconnections layers within beyond, interrelationships list across conative (engagement, effort motivation), (boredom, anxiety (concentration, comprehension reasoning) dimensions domain‐specific skill‐specific manner. In closing, pedagogical implications both educators are discussed reduce enhance ultimately improving outcomes overall experience.
Language: Английский