logo logo European Journal of English Language Studies

EJELS is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

RHAPSODE
Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, HA4 7AE, UK
RHAPSODE
Headquarters
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, HA4 7AE, UK
Research Article

Investigating Boredom Among Chinese Senior High School Students in English as a Foreign Language Classrooms

Bin Chen , Yunheng Li , Honggang Liu

Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and o.

B

Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, and 4 of them voluntarily participated in semi-structured interviews. The results of quantitative data analyses indicate that Chinese senior high school EFL students experienced medium levels of classroom boredom, with male students feeling significantly more bored than females and no difference in boredom in terms of grade and class type. Qualitative data also reveal students’ preferences for challenging language learning activities and learner-centered pedagogy. Our findings shed light on ways of improving EFL learners’ classroom learning experiences and emotional status.

Keywords: Chinese senior high school students, foreign language learning boredom, group differences.

cloud_download PDF
Cite
Article Metrics
Views
94
Download
490
Citations
Crossref
0

References

Alanazi, S., & Bensalem, E. (2024). Modeling the contribution of anxiety, enjoyment, and classroom environment to boredom among students of English as a Foreign Language Students. Vial-Vigo International Journal of Applied Linguistics, 21, 9-34. https://doi.org/10.35869/vial.v0i21.4491

Bai, S. (2023). The predictive effects of foreign language anxiety and boredom on willingness to communicate among Chinese struggling EFL learners. Heliyon, 9(9), Article e19610. https://doi.org/10.1016/j.heliyon.2023.e19610

Dewaele, J.-M., Botes, E., & Greiff, S. (2023). Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach. Studies in Second Language Acquisition, 45(2), 461-479. https://doi.org/10.1017/s0272263122000328

Dewaele, J.-M., Botes, E., & Meftah, R. (2023). A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement. Annual Review of Applied Linguistics, 43, 7-22. https://doi.org/10.1017/s0267190523000016

Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, Article 2128. https://doi.org/10.3389/fpsyg.2019.02128

Dewaele, J.-M., & Li, C. (2021). Teacher enthusiasm and students' social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922-945. https://doi.org/10.1177/13621688211014538

Dewaele, J.-M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 263-286). Routledge.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.

Elahi Shirvan, M., Yazdanmehr, E., Taherian, T., Kruk, M., & Pawlak, M. (2023). Boredom in practical English language classes: A longitudinal confirmatory factor analysis-curve of factors model. Applied Linguistics Review, 14(5), 1345-1366. https://doi.org/10.1515/applirev-2021-0073

Fathi, J., Pawlak, M., Kruk, M., & Naderi, M. (2023). Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688231182176

Feuchter, M. D., & Preckel, F. (2023). Gender differences in academic boredom and its development in secondary school. Learning and Individual Differences, 108, Article 102379. https://doi.org/10.1016/j.lindif.2023.102379

Field, A. (2013). Discovering statistics using IBM SPSS Statistics: And Sex and Drugs and Rock “N” Roll (4th ed.). Sage.

Fredrickson, B. L. (2013). Positive emotions broaden and build. In P. Devine & A. Plants (Eds.), Advances in experimental social psychology (vol. 47, pp. 1-53). Academic Press. https://doi.org/10.1016/B978-0-12-407236-7.00001-2

Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U. E., Pekrun, R., & Lipnevich, A. A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38, 401-419. https://doi.org/10.1007/s11031-013-9385-y

Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33(1), 9-33. https://doi.org/10.1016/j.cedpsych.2006.12.002

Goezt, T., & Hall, N. C. (2014). Academic boredom. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 311-330). Routledge.

Harris, M. B. (2000). Correlates and characteristics of boredom proneness and boredom. Journal of Applied Social Psychology, 30(3), 576-598. https://doi.org/10.1111/j.1559-1816.2000.tb02497.x

Henry, A., & Thorsen, C. (2020). Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression. Language Teaching Research, 24(4), 456-475. https://doi.org/10.1177/1362168818795976

Jiang, C., Li, J., & Liu, J. (2022). Does urbanization affect the gap between urban and rural areas? Evidence from China. Socio-Economic Planning Sciences, 82(Part B), Article 101271. https://doi.org/10.1016/j.seps.2022.101271

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.

Kruk, M., & Zawodniak, J. (2020). A comparative study of the experience of boredom in the L2 and L3 classroom. English Teaching and Learning, 44, 417-437. https://doi.org/10.1007/s42321-020-00056-0

Li, C. (2020). A Positive Psychology perspective on Chinese EFL students' trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246-263. https://doi.org/10.1080/01434632.2019.1614187

Li, C. (2021). A control-value theory approach to boredom in English classes among university students in China. The Modern Language Journal, 105(1), 317-334. https://doi.org/10.1111/modl.12693

Li, C. (2022). Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221090324

Li, C., Dewaele, J.-M., & Hu, Y. (2021). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review, 14(2), 223-249. https://doi.org/10.1515/applirev-2020-0124

Li, C., Dewaele, J.-M., Pawlak, M., & Kruk, M. (2022). Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221111623

Li, C., & Han, Y. (2022). Learner-internal and learner-external factors for boredom amongst Chinese university EFL students. Applied Linguistics Review, 15(3), 901-926. https://doi.org/10.1515/applirev-2021-0159

Liu, G.-Z., Fathi, J., & Rahimi, M. (2024). Using digital gamification to improve language achievement, foreign language enjoyment, and ideal L2 self: A case of English as a foreign language learners. Journal of Computer Assisted Learning. Advance online publication. https://doi.org/10.1111/jcal.12954

Liu, H., Li, J., & Fang, F. (2022). Examining the complexity between boredom and engagement in English learning: Evidence from Chinese high school students. Sustainability, 14(24), Article 16920. https://doi.org/10.3390/su142416920

Liu, H., Li, X., & Yan, Y. (2023). Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety: The mediation of L2 grit. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2023.2223171

Ma, L., Liu, L., Luo, S., & Liu, J. (2023). Exploring urban-rural differences in foreign language enjoyment, anxiety, boredom, and burnout among Chinese secondary students. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2023.2298691

MacIntyre, P. D., Dewaele, J.-M., Macmillan, N., & Li, C. (2019). The Emotional Underpinnings of Gardner’s Attitudes and Motivation Test Battery. In H. A.-H. Ali & D. M. Peter (Eds.), Contemporary Language Motivation Theory (pp. 57-79). Multilingual Matters. https://doi.org/10.21832/9781788925204-008

Macklem, G. L. (2015). Boredom in the classroom: Addressing student motivation, self-regulation, and engagement in learning. Springer. https://doi.org/10.1007/978-3-319-13120-7

Mahmoodi, M. H., Mohammadi, V., & Tofighi, S. (2019). Relationship between EFL teachers' emotional intelligence, reflective teaching, autonomy and their students' L2 learning. Issues in Language Teaching, 8(1), 303-331. https://doi.org/10.22054/ilt.2020.46938.430

Mikulas, W. L., & Vodanovich, S. J. (1993). The essence of boredom. The Psychological Record, 43(1), 3-12.

Pavlenko, A. (2013). The affective turn in SLA: From “affective factors” to “language desire” and “commodification of affect”. In D. Gabrýs & J. Bielska (Eds.), The affective dimension in second language acquisition (pp. 3-28). Multilingual Matters.

Pawlak, M., Kruk, M., Csizer, K., & Zawodniak, J. (2023). Investigating in-class and after-class boredom among advanced learners of English: Intensity, interrelationships and learner profiles. Applied Linguistics Review. Advance online publication. https://doi.org/10.1515/applirev-2022-0150

Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2020). Investigating factors responsible for boredom in English classes: The case of advanced learners. System, 91, Article 102259. https://doi.org/10.1016/j.system.2020.102259

Pawlak, M., Zawodniak, J., & Kruk, M. (2020). The neglected emotion of boredom in teaching English to advanced learners. International Journal of Applied Linguistics, 30(3), 497-509. https://doi.org/10.1111/ijal.12302

Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13-36). Academic Press. https://doi.org/10.1016/B978-012372545-5/50003-4

Pekrun, R., & Marsh, H. W. (2022). Research on situated motivation and emotion: Progress and open problems. Learning and Instruction, 81, Article 101664. https://doi.org/10.1016/j.learninstruc.2022.101664

Pourbahram, R., & Hajizadeh, M. (2018). The relationship between EFL instructors' emotional intelligence and learners’ academic achievement. Language Teaching and Educational Research, 1(1), 42-51. https://bit.ly/3xFdL0O

Putwain, D. W., Pekrun, R., Nicholson, L. J., Symes, W., Becker, S., & Marsh, H. W. (2018). Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis. American Educational Research Journal, 55(6), 1339-1368. https://doi.org/10.3102/0002831218786689

Rose, H., Mckinley, J., & Baffoe-Djan, J. B. (2019). Data collection research methods in applied linguistics. Bloomsbury Academic. https://doi.org/10.5040/9781350025875

Selvi, A. F. (2020). Qualitative content analysis. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 440-452). Routledge.

Sharp, J. G., Sharp, J. C., & Young, E. (2020). Academic boredom, engagement and the achievement of undergraduate students at university: A review and synthesis of relevant literature. Research Papers in Education, 35(2), 144-184. https://doi.org/10.1080/02671522.2018.1536891

Shimray, R., & Wangdi, T. (2023). Boredom in online foreign language classrooms: Antecedents and solutions from students’ persepctive. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2023.2178442

Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525. https://doi.org/10.1177/0013164408323233

Solhi, M., Derakhshan, A., & Ünsal, B. (2023). Associations between EFL students' L2 grit, boredom coping strategies, and emotion regulation strategies: A structural equation modeling approach. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2023.2175834

Sun, W., Shi, H., & Yan, Y. (2023). Contributions of ideal L2 self, grit, and boredom to engagement in an EFL context: A structural equation modeling approach. Asia-Pacific Education Researcher. Advance online publication. https://doi.org/10.1007/s40299-023-00786-2

Tsang, A., & Dewaele, J. M. (2023). The relationships between young FL learners' classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency. Applied Linguistics Review. Advance online publication. https://doi.org/10.1515/applirev-2022-0077

Wang, Y., & Liu, H. (2022). The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners. Frontiers in Psychology, 13, Article 992279. https://doi.org/10.3389/fpsyg.2022.992279

Zawodniak, J., Kruk, M., & Pawlak, M. (2023). Boredom as an aversive emotion experienced by English majors. RELC Journal, 54(1), 22-36. https://doi.org/10.1177/0033688220973732

Zhang, Y. (2023). EFL learners' boredom coping strategies: The role of teacher-student rapport and support. BMC Psychology, 11, Article 397. https://doi.org/10.1186/s40359-023-01446-2

Zhao, X., & Wang, D. (2023). The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2023.2194872

Zhao, Y., & Yang, L. (2023). A latent profile analysis of Chinese high school students' control and value appraisals: Associations with enjoyment, boredom, and language achievement. System, 115, Article 103068. https://doi.org/10.1016/j.system.2023.103068  

Next article

...