Unpacking the Antecedents of Boredom and Its Impact on University Learners’ Engagement in Languages Other Than English: A Qualitative Study in the Distance Online Learning Context
International Journal of Applied Linguistics,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 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.
Язык: Английский
Exploring beliefs, motivations and emotions: Insights from learning Maltese as a second language
Language Teaching Research,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 30, 2024
Second
language
acquisition
is
a
complex
process
that
involves
numerous
challenges
and
influenced
by
various
factors,
including
linguistic
competence
classroom
settings.
This
study
examines
the
concerns
emotions
experienced
43
adult
international
students
learning
Maltese
as
second
language.
By
employing
mixed-methods
approach,
research
collected
both
qualitative
quantitative
data
through
questionnaires
interviews.
The
results
reveal
spectrum
of
positive
negative
during
session
incorporated
digital
resources.
evidence
presented
in
this
shows
have
personal
practical
goals
concerning
acquisition.
use
non-traditional
technological
interventions
aligned
with
learners’
beliefs
motivations,
makes
more
effective,
particularly
eliciting
emotions.
underscores
importance
addressing
students’
benefits
integrating
technology
into
learning.
Pedagogically,
advocates
for
nuanced
approach
to
address
emotional
concerns,
emphasizing
imperative
instructors
be
trained
emotion
regulation
strategies
help
manage
their
process.
Moreover,
cultural
components
pedagogy
can
serve
compass,
guiding
social
norms
intricacies,
thereby
fostering
sense
belonging
within
local
community.
Furthermore,
highlights
pedagogical
merit
immediate
feedback
mechanisms
implementation
diverse,
inclusive
teaching
methods
resources
tailored
accommodate
styles
paces.
These
implications
advocate
holistic
adaptive
paradigm,
aiming
foster
emotionally
supportive
environment
students.
Язык: Английский
Exploring Chinese as a second language learners’ motivational factors: Influence of selves and contexts
International Journal of Applied Linguistics,
Год журнала:
2024,
Номер
unknown
Опубликована: Авг. 27, 2024
Abstract
The
past
decades
have
witnessed
a
significant
increase
in
the
number
of
global
Chinese
as
second
language
(L2)
learners.
Accompanying
surge
is
growing
body
research
on
their
motivational
factors.
This
mixed‐methods
study
was
primarily
informed
by
Dörnyei's
L2
self
system
(L2MSS),
aiming
to
scrutinize
(CSL)
learners’
factors
from
perspectives
selves
and
contexts.
Leveraging
concepts
ideal
ought‐to
L2MSS,
anti‐ought‐to‐L2
incorporated
into
framework.
learning
experience
reframed
three
contextual
dimensions,
including
attitudes
toward
community,
cultural
interest
pedagogical
influence.
Data
were
collected
231
international
students
comprehensive
university.
Factor
analyses
confirmed
seven
Findings
revealed
that
self,
influence
effective
predicting
individuals’
intended
effort.
Significant
differences
identified
based
demographic
variables
employment
status,
gender
student
type.
novelty
this
lies
its
focus
motivations
languages
other
than
English
learners
refinement
L2MSS
It
also
offers
CSL
instructors
implications
for
developing
targeted
teaching
strategies
promoting
among
distinct
educational
socio‐economic
backgrounds.
Язык: Английский