Boredom in online classes in the Iranian EFL context: Sources and solutions

System, Год журнала: 2021, Номер 101, С. 102556 - 102556

Опубликована: Июнь 11, 2021

Язык: Английский

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Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language

Journal of Multilingual and Multicultural Development, Год журнала: 2022, Номер 45(8), С. 3415 - 3433

Опубликована: Июль 13, 2022

This study aimed to test a model of classroom social climate, growth language mindset, boredom, and student engagement among English as foreign (EFL) learners. In addition, the mediating role boredom in this structural was examined. To end, 287 major students from various universities Iran participated by completing valid measures four constructs under investigation. The construct validity verified through confirmatory factor analysis (CFA). Moreover, equation modelling (SEM) conducted order demonstrate an adequate fit data study. SEM results demonstrated that climate significantly predicated EFL directly. However, mindset affected indirectly, effect boredom. might offer point departure for future studies also have significant implications both learners instructors.

Язык: Английский

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Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables

Language Teaching Research, Год журнала: 2022, Номер unknown

Опубликована: Май 10, 2022

The past decade has witnessed a surge of research interest in diverse emotions that foreign/second language (L2) learners experience. However, on L2 boredom is just starting. current study focuses foreign learning (FLLB) and enjoyment (FLE), examines how they are associated with wide range learner-internal variables teacher-centered variables. A total 868 university students China studying English as (FL) participated questionnaire survey. Correlation results show the following: (1) there was strong negative correlation between FLE FLLB; (2) positively linked to multiple (self-perceived FL proficiency, relative standing among peers, attitudes towards FL, teacher, FL-related culture) teacher-related (the use class, enthusiasm, predictability, friendliness), while negatively learner age onset learning; (3) these significant correlates were FLLB an opposite way. When entered into regression models, toward stood out strongest predictor both FLLB, teacher friendliness shown be emotions. findings contingent interplay teachers. In accordance findings, I recommend enjoyment-boosting boredom-reducing activities incorporated classrooms.

Язык: Английский

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Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context

Journal of Multilingual and Multicultural Development, Год журнала: 2022, Номер 45(8), С. 3450 - 3465

Опубликована: Июль 19, 2022

Given much importance associated with willingness to communicate (WTC) in foreign language learning, many researchers have carried out studies explore antecedents of second (L2) WTC. To contribute this research domain, study sought test a model ideal L2 self, growth mindset, boredom and WTC among English major students. In so doing, we recruited total number 437 undergraduate students from different universities Iran, who were requested complete an online survey containing the questionnaires these four variables. Confirmatory factor analysis was used confirm construct validity questionnaires. addition, structural equation modelling performed hypothesised relations Results showed that self significantly influenced (English as Foreign Language) EFL students' directly. Nevertheless, mindset indirectly, through mediation boredom. The findings suggest notable implications for teaching learning EFL.

Язык: Английский

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Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic

Current Psychology, Год журнала: 2023, Номер 43(13), С. 12144 - 12158

Опубликована: Янв. 17, 2023

Язык: Английский

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Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies

Language Teaching Research, Год журнала: 2024, Номер unknown

Опубликована: Март 31, 2024

This study set out to scrutinize the interplay between 338 (218 male and 120 female) English as a second or foreign language learners’ writing boredom (L2WB) coping strategies, along with mediating role of motivation (L2WM). Structural equation modeling (SEM) analysis indicated that L2WB is negatively associated L2WM in classes. Results also revealed negative relationship cognitive well behavioral approaches (L2) practices. In addition, was positively predictive approach strategy while being avoidance boredom. showed significant indirect effects on both cognitive-oriented strategies (i.e. strategy) via L2WM. The implications for L2 teachers, teacher educators, materials developers are discussed.

Язык: Английский

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Boredom in online English language classes: Mediating variables and coping strategies

Language Teaching Research, Год журнала: 2021, Номер unknown

Опубликована: Дек. 29, 2021

Although boredom has been the subject of increasing scrutiny in second language (L2) learning recently, very little is known about how this emotion can affect teachers and students involved Covid-19 prompted online English education. To address gap, through maximum variation sampling, qualitative study surveyed opinions 34 256 from universities across Iran to find out which class mode (online versus physical classes) course type (content-based skills-based courses) were more boring, what – if any coping strategies these individuals used get over boredom. The majority deemed classes boring than traditional, in-person classes. While regarded content-based courses as equally most believed that boredom-inducing due their lecture-type nature. Moreover, whereas had a variety useful toolbox, an alarming number reported either not knowing deal with or resorting debilitative strategies, such playing games leaving altogether when reached unbearable level. findings are discussed light existing evidence personality research, practical suggestions made.

Язык: Английский

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Activity-induced boredom in online EFL classes

ELT Journal, Год журнала: 2021, Номер 76(1), С. 58 - 68

Опубликована: Окт. 16, 2021

Abstract The concept of boredom has recently attracted the attention researchers in L2 education. As most available literature focused on traditional, in-person classes, very little is known about how students experience this aversive emotion online especially those prompted by COVID-19 pandemic. To fill gap, large-scale, qualitative study surveys opinion 240 demographically versatile English major from twenty-five universities Iran to identify activity types that are more likely induce classes. Thematic analysis data, collected through open-ended questionnaires and semi-structured interviews analysed MAXQDA software, revealed ten different which were boredom-inducing due their non-engaging or cognitively (un)demanding nature. findings then discussed light relevant theories boredom, suggestions given for making these activities less boring

Язык: Английский

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Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour

Journal of Multilingual and Multicultural Development, Год журнала: 2022, Номер 45(8), С. 3188 - 3204

Опубликована: Июнь 21, 2022

Relatively few studies in the field of second language acquisition have undertaken to investigate interrelationships constellations individual difference variables. This is certainly true how complexes ID factors impact motivation learn an additional language. In order address this gap, paper reports a study that examined ways which enjoyment, anxiety, boredom, L2 grit and self-perceived competence interact with each other affect motivated learning behaviour case 238 Iranian students majoring English. The data were collected through online questionnaire and, following confirmatory factor analysis, subjected path analysis. Among things, results showed intended effort was consequence complex interplay factors, combined these not always being obvious. It also revealed may some circumstances be positively influenced by academic emotions are generally considered detrimental effect on (i.e. boredom).

Язык: Английский

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Effects of Well-being, Grit, Emotion Regulation, and Resilience Interventions on L2 Learners’ Writing Skills

Reading & Writing Quarterly, Год журнала: 2022, Номер 39(3), С. 228 - 247

Опубликована: Июль 7, 2022

Positive emotions (pleasant or desirable situational responses) are proliferated in recent years and their effect on academic achievement has been documented the literature, while specific domain of second language learning (L2) remains underexplored. Since successful mastery an L2 is highly dependent learners' positive emotions, therefore, enhancing these can result a higher level proficiency. The current study was effort to examine role well-being, grit, emotion regulation, resilience interventions both writing enhancement analysis. To this end, two intact classrooms (NExperimental = 36 NControl 34; age M 21.67, SD 1.23) were selected English institute received 10 sessions instruction (both groups) intervention (only experimental group). Data gathered through tasks questionnaires. Results suggest that have significant classroom. Furthermore, we found significantly improve skills. In sum, it be suggested employing not only individuals' but also This proposed developing psychology may offer opportunities affective, personal, educational gains.

Язык: Английский

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