Foreign language learning boredom: Conceptualization and measurement

Applied Linguistics Review - Tập 14 Số 2 - Trang 223-249 - 2023
Chengchen Li1, Jean‐Marc Dewaele2, Yanhong Hu3
1Huazhong University of Science and Technology, Wuhan, China
2Birkbeck, University of London, London, UK
3School of Foreign Languages, Huazhong University of Science and Technology , 1037 Luoyu Road , Wuhan , 430074 , China

Tóm tắt

Abstract This article reports on a two-step investigation of foreign language learning boredom amongst Chinese university non-English-major EFL students and English teachers. In Study 1, 22 students and 11 English teachers were interviewed and 659 students responded to an open questionnaire, recalling and describing their experiences and perceptions of boredom in learning English. The data allowed a multidimensional conceptualization of Foreign Language Learning Boredom (FLLB), empirically supporting the control-value theory in educational psychology. Based on the conceptualization of FLLB, in Study 2, the Foreign Language Learning Boredom Scale (FLLBS) was developed. Through surveying 808 students in a pilot and 2,223 in the main study, a 7-factor FLLBS with 32 items was validated using exploratory and confirmatory factor analyses as well as further validity and reliability analyses. It is argued that FLLB is a crucial addition to the emerging field of foreign languagelearning emotion research.

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Applied Linguistics Review

Tập 14 Số 2

223-249

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