A Control–Value Theory Approach to Boredom in English Classes Among University Students in China
Bibliographic Data
| ID | 21360124 |
|---|---|
| Authors | Chengchen Li (0000-0002-7262-3309, Huazhong University of Science and Technology School of Foreign Languages 1037 Luoyu Road Wuhan 430074 China, corresponding author) |
| Year | 2021 |
| Volume | 105 |
| Issue | 1 |
| Pages | 317-334 |
| Publication date | 2021-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.12693 |
| OpenAlex | W3135436588 |
| Language | EN |
| Citations received | 102 |
| References cited | 39 |
There is a growing research interest in a variety of emotions in foreign and second language (L2) classrooms, especially since the introduction of positive psychology. However, research on the ubiquitous emotional experience of boredom is scant. Building on its prevalence and documented deleterious effects, I argue that research on the antecedents for the instigation of boredom is needed. Based on the control–value theory (CVT) of achievement emotions in educational psychology, this study took a mixed methods approach to examine control–value appraisals as antecedents of boredom in English‐as‐a‐foreign‐language learning among Chinese university students. In line with CVT assumptions, Pearson correlation analyses and regression analyses ( N = 2,002) showed that different control–value appraisals predicted boredom uniquely or interactively. Qualitative data from interviews with 11 students and 11 English teachers expanded the quantitative results by including more complexities in the associations between control–value appraisals and boredom. These findings provide further support for the CVT and help to elucidate the instigation of boredom in the L2 learning context. Directions for future research and implications for L2 educational practice are discussed
Boredom · Context (archaeology) · Control (management) · Value (mathematics) · Computer Science · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Mind wandering and attention · Psychology · Social Psychology
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Examining the underlying structure of after-class boredom experienced by English majors
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Revisiting Research on Positive Psychology in Second and Foreign Language Education
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Revisiting after-class boredom via exploratory structural equation modeling
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Investigating in-class and after-class boredom among advanced learners of English
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A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency
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Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
Modeling the contribution of shame, boredom, and enjoyment to multilingual students’ willingness to communicate in a blended learning environment
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Examining the relationships between mindfulness, grit, academic buoyancy and boredom among EFL learners
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How the Effects of Foreign Language Enjoyment, Anxiety, Boredom and Peace of Mind on Attitude/Motivation Change With Skill Level, Academic Achievement and Age
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Linking mindsets to emotions in foreign language learning
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Contributions of foreign language writing emotions to writing achievement
Factor structure and psychometric properties of the L2 teacher boredom scale
Examining the association between boredom and English achievement in the contexts of self-efficacy and English proficiency levels
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Achievement goals and emotions of Chinese EFL students
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Beyond emotional exhaustion
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A latent profile analysis of Chinese high school students’ control and value appraisals
A person-centered approach to foreign language learners’ emotions
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Exploring the role of task-based goal orientations and control-value appraisals in Chinese as a second language writing performance
The predictive effects of subjective appraisals on multilinguals’ emotions in the translation classroom
Integrating Multimodality in Emotion Moderation
Investigating Factors Responsible for More Boredom in Online Live EFL Classes
Effects of Strategy-based Instruction on Chinese EFL Learners’ Writing Enjoyment
How Regulatory Focus Associates With Chinese EFL Learners’ L2 Grit
Conceptualisation, measurement, and prediction of foreign language learning psychological capital among Chinese EFL students
Motivational beliefs as predictors of academic achievement of translation students
Emotions in online language learning
A longitudinal study of the subdomains of boredom in practical English language classes in an online setting
Boredom in online foreign language classrooms
Dynamicity of EFL learners’ willingness to communicate in an online class
Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies
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Classroom social climate, growth language mindset, and student engagement
Effects of reading-writing continuation task on the L3 writing emotions
Understanding Chinese second language learners’ foreign language learning boredom in online classes
Exploring urban-rural differences in foreign language enjoyment, anxiety, boredom, and burnout among Chinese secondary students
Mindsets as predictors for Chinese young language learners’ negative emotions in online language classes during the pandemic
Developing and validating Precursors of Students’ boredom in EFL classes
Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students
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Boredom and self-perceived learning achievement in postgraduate interpreting classes
The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners
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Antecedents of academic emotions
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Elephants in the Room
Evaluating the Relationship Between Boredom and Academic Outcomes
Academic emotions in written corrective feedback situations
Emotional transmission in the classroom
Achievement Emotions
Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life
Boredom and academic achievement
Differential Roles of Shame and Guilt in L2 Learning
Measuring emotions in students’ learning and performance
Boredom in achievement settings
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Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
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The complex relationship between classroom emotions and EFL achievement in China
Foreign language learning boredom
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| Unique citing works | 102 |
|---|---|
| Citations per year | 20,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 100 |