Boredom in practical English language classes
A longitudinal confirmatory factor analysis-curve of factors model
Bibliographic Data
| ID | 21196579 |
|---|---|
| Authors | Majid Elahi Shirvan (0000-0003-3363-8273, University of Bojnord), Elham Yazdanmehr (0000-0002-9414-7251, Tabaran Institute of Higher Education), Tahereh Taherian (0000-0003-2583-8224, Yazd University), Mariusz Kruk (0000-0001-5297-1966, University of Zielona Góra, corresponding author), Mirosław Pawlak (0000-0001-7448-355X, State University of Applied Sciences in Konin) |
| Year | 2023 |
| Volume | 14 |
| Issue | 5 |
| Pages | 1345-1366 |
| Publication date | 2023-09-26 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics Review (JOURNAL) |
| Journal identifiers | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2021-0073 |
| OpenAlex | W4200575917 |
| Language | EN |
| Citations received | 5 |
| References cited | 37 |
The study aimed to examine temporal change of boredom in English classes (BPELC) and test the longitudinal validity of the boredom in practical English classes-revised (BPELC-R) scale via longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach. This approach ensures measurement invariance of BPELC over time, deals with its second-order latent variables, and considers the assessment of inter-individual differences while experiencing the emotion. Data were collected from 412 EFL adult learners on four measurements using BPELC-R and were analyzed by Mplus with LCFA-CFM. The model fit was accepted, which indicates invariance of BPELC-R as well as the factor structure of the instrument including the factor loadings of its subscales over time. Without the consideration of LCFA of BPELC-R, as addressed in this study, any observed change of the construct in the course of language learning could be misinterpreted. Also, though the rate of change in boredom differed across individual L2 learners, they all experienced a decreasing trend over time. Furthermore, the negative association between the intercept and slope suggested that learners with higher initial levels of boredom experienced a steeper decrease over time. The decreasing pattern of boredom is discussed in light of the main theories of this construct
Boredom · Confirmatory factor analysis · Construct validity · Developmental psychology · Latent growth modeling · Longitudinal study · Measurement invariance · Psychometrics · Statistics · Structural equation modeling · Computer Science · Grit, Self-Efficacy, and Motivation · Mathematics · Mind wandering and attention · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology
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The role of positive and negative emotions in foreign language learning
Developing and validating Precursors of Students’ boredom in EFL classes
Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context
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Development and Validation of the Multidimensional State Boredom Scale
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The Unengaged Mind
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Variation in experiencing boredom during self-directed learning in a virtual world
The complex relationship between classroom emotions and EFL achievement in China
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A Motivational Perspective on Engagement and Disaffection
Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world
Investigating factors responsible for boredom in English classes
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A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement
A process tracing study of the dynamic patterns of boredom in an online L3 course of German during Covid‐19 pandemic
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| Citations per year | 1.25 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |