Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
Dados Bibliográficos
| ID | 21196552 |
|---|---|
| Autores | Chengchen Li (0000-0002-7262-3309, Huazhong University of Science and Technology), Ye Han (0000-0002-6463-0605, Harbin Institute of Technology, autor correspondente) |
| Ano | 2024 |
| Volume | 15 |
| Fascículo | 3 |
| Páginas | 901-926 |
| Data de publicação | 2024-05-27 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Applied Linguistics Review (JOURNAL) |
| Identificadores do periódico | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Editora | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2021-0159 |
| OpenAlex | W4297541670 |
| Idioma | EN |
| Citações recebidas | 22 |
| Referências citadas | 37 |
Despite the ubiquity of boredom and its aversive effects in educational contexts, it has received scant attention from second/foreign language (L2) researchers until very recently. This article reports on one of the first empirical attempts to explore boredom in L2 learning and its sources in Chinese tertiary-level EFL contexts through eliciting responses of 1,502 university students to open-ended questions and conducting 16 individual semi-structured interviews. The qualitative data analysis revealed that participants perceived wide-ranging learner-internal and learner-external factors as sources of their foreign language learning boredom: (1) task characteristics, (2) teaching and learning activities, (3) student factors, (4) course content, (5) classroom factors, (6) teacher factors, and (7) feeling unoccupied in the class. Moreover, open-ended responses showed greater prominence of the first three categories of factors than others, lending support to the central role of control-value appraisals in inducing boredom, and suggesting situation-sensitive nature of boredom. Additionally, the study revealed that multiple factors, both learner-internal and learner-external, can interact and jointly shape control-value appraisals, which suggests the congruence between the person-in-context perspective on SLA and the control-value theory, and the potential to integrate the two approaches to extend L2 emotion research
Boredom · Feeling · Foreign language · Mathematics education · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Mind wandering and attention · Psychology · Social Psychology
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| Obras citantes distintas | 22 |
|---|---|
| Citações por ano | 5,5 |
| Intervalo de citações | 2022 - 2026 (5) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 20 |