Examining the Complexity between Boredom and Engagement in English Learning: Evidence from Chinese High School Students

Liu, Honggang; Li, Jing; Fang, Fan

doi:10.3390/su142416920

Cited by 12 publications

(6 citation statements)

References 54 publications

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“…However, more evidence is needed to draw robust conclusions regarding EFL learners' engagement. This is evident from the mixed results of Lin (2020) study, which found moderate engagement among EFL learners in Taiwan, and Liu et al (2022) findings indicating medium to high engagement among EFL learners in the Chinese mainland.…”

Section: Efl Learners' Academic Engagementmentioning

confidence: 96%

An investigation into academic burnout, enjoyment and engagement in EFL learning among Chinese junior high school students

Zhang,

Wang,

2024

Front. Psychol.

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With the booming of Positive Psychology, a growing scholarly interest has emerged in language learners’ psychological well-being. However, limited research has been conducted on the emotions of Chinese EFL learners. Therefore, this study aimed to quantitatively examine the burnout, enjoyment, and engagement levels among 387 junior high school EFL learners. The findings revealed that the students experienced low levels of burnout but high levels of enjoyment and engagement in learning. Furthermore, significant gender and grade differences were observed in these variables. The study also found strong negative associations between burnout and both enjoyment and engagement, along with significant positive correlations between enjoyment and engagement. Additionally, it was discovered that enjoyment, rather than burnout, significantly predicted English learning engagement. Interestingly, the study also revealed that enjoyment fully mediated the relationship between engagement and burnout. These findings highlight the importance of promoting enjoyment in order to reduce burnout and foster increased engagement among language learners. This article concludes with the theoretical and pedagogical implications for EFL instruction.

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Section: Efl Learners' Academic Engagementmentioning

confidence: 96%

An investigation into academic burnout, enjoyment and engagement in EFL learning among Chinese junior high school students

Zhang,

Wang,

2024

Front. Psychol.

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“…Regarding the inner structure of the construct of boredom, Pawlak, Kruk, et al's (2020) study was a pioneering attempt to uncover the complex nature of this negative emotion. Their specific focus on Polish EFL university learners unveiled a two-dimensional structure of boredom, that is, insufficient challenge and stimulation and avoidance and disinterest in foreign language learning (H. Liu et al, 2022). Their contribution paved the way for further investigation of this variable.…”

Section: Typologies and Multidimensionality Of Efl Classroom Boredommentioning

confidence: 99%

“…Among these related studies, emotions, such as enjoyment (Li, 2020;G.-Z. Liu et al, 2024) and anxiety (e.g., H. Liu et al, 2023), have been widely investigated, with boredom remaining underexplored (e.g., H. Liu et al, 2022;Wang & Liu, 2022).…”

Section: Introductionmentioning

confidence: 99%

Investigating Boredom Among Chinese Senior High School Students in English as a Foreign Language Classrooms

Chen,

Li,

Liu

2024

EUR J ENG LANG ED

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<p style="text-align:justify">Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, and 4 of them voluntarily participated in semi-structured interviews. The results of quantitative data analyses indicate that Chinese senior high school EFL students experienced medium levels of classroom boredom, with male students feeling significantly more bored than females and no difference in boredom in terms of grade and class type. Qualitative data also reveal students’ preferences for challenging language learning activities and learner-centered pedagogy. Our findings shed light on ways of improving EFL learners’ classroom learning experiences and emotional status.</p>

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“…A strong sense of belonging has been associated with positive outcomes, such as higher academic achievement and lower rates of dropout [55]. Sense of belonging has also been found to be positively correlated with academic curiosity [10,11].…”

Section: Introductionmentioning

confidence: 97%

“…Recent studies have investigated the mediating role of personality traits in the relationship between sense of belonging and academic curiosity. For instance, [55] found that openness to experience mediated the relationship between sense of belonging and academic curiosity in Chinese college students. Similarly, Chen et al [56] found that conscientiousness and openness to experience mediated the relationship between sense of belonging and academic curiosity in Chinese high school students.…”

Section: Introductionmentioning

confidence: 99%

Personality Traits Mediating Sense of Belonging and Academic Curiosity among Students in Ghana

Amponsah

2023

Education Research International

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The sense of being part of a learning community is a known explanatory variable for learners’ explorative behaviors, but the extent to which this explanation interferes with stable characteristics appears inconclusive. Therefore, this study examined the mediating roles of personality traits in the relationship between sense of belonging and academic curiosity. A sample of 400 high school students was randomly selected to respond to adapted versions of the Big Five Personality Inventory, the Psychological Sense of School Membership Scale, and the 5-Dimensional Curiosity Scale. The data collected with the scales were analyzed inferentially using structural equation modeling. The study found that open-mindedness and agreeableness predicted curiosity, but not all dimensions of personality traits mediated a sense of belonging and academic curiosity. For example, open-mindedness, conscientiousness, agreeableness, and neuroticism mediated the relationship between sense of belonging and curiosity. In this regard, students with a high degree of sense of belonging tend to have a well-developed academic curiosity since they tend to be open-minded, conscientious, agreeable, and emotionally stable. Therefore, school authorities should use personality traits, a sense of belonging, and curiosity in profiling students for academic programs.

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Examining the Complexity between Boredom and Engagement in English Learning: Evidence from Chinese High School Students

Cited by 12 publications

References 54 publications

An investigation into academic burnout, enjoyment and engagement in EFL learning among Chinese junior high school students

An investigation into academic burnout, enjoyment and engagement in EFL learning among Chinese junior high school students

Investigating Boredom Among Chinese Senior High School Students in English as a Foreign Language Classrooms

Personality Traits Mediating Sense of Belonging and Academic Curiosity among Students in Ghana

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