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Revisiting the relationship between global and specific levels of foreign language boredom and language engagement: A moderated mediation model of academic buoyancy and emotional engagement

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Liu H., Elahi Shirvan M., Taherian T.

Studies in Second Language Learning and Teaching

2024

vol. 15

issue 1

13-39

The current research aimed to examine the relationships among three key aspects of the language learning process, namely, foreign language boredom (FLB), English language engagement (ELE), and academic buoyancy (AB), utilizing data collected from 2,992 Chinese language learners. In order to strengthen the accuracy and robustness of the results, we initially performed primary analyses to determine the most effective measurement solution for the three variables. As a result, we decided to use a bifactor exploratory structural equation modeling (ESEM) solution for FLB, a partial bifactor-ESEM solution for ELE, and a unidimensional confirmatory factor analysis solution for AB. The primary analysis demonstrated that the global factor of FLB strongly and negatively influenced the global levels of ELE. Both global and specific factors of FLB predicted different facets of specific ELE differently. The mediation-moderation analysis further confirmed the significance of the specific factors of emotional ELE as mediators and AB as a moderator in the relationships between global and specific levels of FLB and global and specific levels of ELE. The findings offer a basis for theoretical and pedagogical implications.

Potential sources of foreign language learning boredom: A Q methodology study

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Kruk M., Pawlak M., Elahi Shirvan M., Taherian T., Yazdanmehr E.

Studies in Second Language Learning and Teaching

2022

vol. 12

issue 1

37-58

The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.

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2 Studies in Second Language Learning and Teaching

2 Elahi Shirvan M.

2 Taherian T.

1 Kruk M.

1 Liu H.

1 Pawlak M.

1 Yazdanmehr E.

1 2024

1 2022

Search results

Revisiting the relationship between global and specific levels of foreign language boredom and language engagement: A moderated mediation model of academic buoyancy and emotional engagement

Potential sources of foreign language learning boredom: A Q methodology study