A Review of Studies on Foreign Language Learning Boredom

  • Chaoqun Fu Taishan University
Article ID: 3026
103 Views, 85 PDF Downloads
Keywords: Foreign language learning, Boredom, Review

Abstract

Based on the papers on foreign language learning boredom, this article attempts to summarize the main aspects of relevant studies, and analyzes the achievements and shortcomings. It concludes with suggestions for the future study on foreign language learning boredom.

References

[1] Chapman, K. E. (2013). Boredom in the German foreign language classroom. Unpublished PhD thesis, University of Wisconsin-Madison, Madison, WI.

[2] Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. The Journal of Experimental Education, 75(1), 5–29.

[3] Kruk, M. (2016). Variations in motivation, anxiety and boredom in learning English in Second Life. The EuroCALL Review, 23(1), 25–39.

[4] Kruk, M. (2019). Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English. Computer Assisted Language Learning, DOI: 10.1080/09588221.2019.1677722.

[5] Kruk, M., & Zawodniak J. (2018). Boredom in practical English language classes: Insights from interview data. In L. Szymanski, J. Zawodniak, A. Åobodziec & M. Smoluk (Eds.), Interdisciplinary views on the English language, literature and culture, (pp. 177–191). Zielona Góra: Uniwersytet Zielonogórski.

[6] Li C.(2021).A Control–Value Theory Approach to Boredom in English Classes Among University Students in China The Modern Language Journal,0 (0):1-18

[7] Li, C., Dewaele, J.–M., & Hu, Y. (2020). Foreign language learning boredom: conceptualization and measurement. Applied Linguistics Review. https:// doi.org/10.1515/applirev-2020-0124

[8] Li, C., & Dewaele, J.–M. (2020). The predictive effects of trait emotional intelligence and online learning achievement perceptions on foreign language class boredom among Chinese university students. Foreign Languages and Their Teaching, 5, 33–44.

[9] Pawlak, M. Kruk, M., Zawodniak, J., & Pasikowski, S. (2020). Investigating factors responsible for boredom in English classes: The case of advanced learners. System, 102259.

[10] 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.

[11] Zawodniak, J., Kruk, M., & Chumas, J. (2017). Towards conceptualizing boredom as an emotion in the EFL academic context. Konin Language Studies, 5(4), 425–441.

[12] Li Chengchen. Research on the relationship between emotional intelligence and English academic performance: the multiple mediating effects of pleasure, anxiety and burnout[J]. Foreign Language World, 2020, (1): 69-78.

Published
2022-06-07
How to Cite
Fu, C. (2022). A Review of Studies on Foreign Language Learning Boredom. Learning & Education, 10(7), 231-232. https://doi.org/10.18282/l-e.v10i7.3026
Section
Article