Foreign Language Learning Boredom, Academic Engagement, and Achievement: A Mediation Model

Liu, Lisheng; Wu, Yajun; Kang, Xin

doi:10.54392/ajir2233

Cited by 2 publications

(2 citation statements)

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“…One example of this scale is "I get bored in learning English". The psychometric properties of this scale have been examined in previous studies [7,23]. The psychometric data of the FL boredom scale are reported in Table 1.…”

Section: Foreign Language Boredomscalementioning

confidence: 99%

Academic boredom and foreign language proficiency: Elaboration strategies as the mediator

Wu¹,

Kang²

2023

Int. J. Sci. Res. Arch.

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The objective of the present study was to explore the direct and indirect effects of academic boredom on foreign language (FL) proficiency in teaching English as a foreign language (EFL). As a prominent negative emotion, the detrimental effect of FL boredom on FL proficiency has been verified. However, the mediating mechanism between FL boredom and FL proficiency, especially the mediating effect of cognitive strategies, needs to be further explored. We recruited 505 Chinese EFL learners (236 female, 46.73%) from one secondary school using convenience sampling to verify the mediating role of elaboration strategies between FL boredom and FL proficiency. Structural equation modelling (SEM) and mediation analysis yielded two major findings. First, FL boredom was negatively correlated with FL proficiency. Second, after controlling for gender and age, FL boredom, mediated through elaboration strategies, influenced FL proficiency. Third, elaboration strategies partially mediated the relationship between FL boredom and proficiency. Implications and limitations are discussed.

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Section: Foreign Language Boredomscalementioning

confidence: 99%

Academic boredom and foreign language proficiency: Elaboration strategies as the mediator

Wu¹,

Kang²

2023

Int. J. Sci. Res. Arch.

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“…Behavioural engagement can be defined as a student's involvement aspect in academic, social, and extracurricular activities (Li et al, 2022;Reeve, 2013). Behavioural engagement is one of the four modalities of academic engagement (i.e., behaviour, emotion, cognition, and agency) (Reeve & Tseng, 2011).…”

Section: Behavioural Engagementmentioning

confidence: 99%

Understanding Foreign Language Anxiety and Achievement in Chinese Secondary EFL Learners: The Role of Behavioural Engagement

2023

IJSSES

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Drawing up the control-value theory, the present study attempted to understand the relationships among Chinese secondary school students' English learning anxiety, behavioural engagement, and English performance. A total of 230 (113 males, 117 females) English as a foreign language (EFL) learners from one Chinese secondary school completed the academic anxiety scale and behavioural engagement scale. Participants final examination scores measured their English achievement. Structural equation model (SEM) analyses demonstrated that EFL-related anxiety could directly affect EFL achievement and indirectly via the mediator of behavioural engagement. EFL-related anxiety was able to explain 44.9% of the variance in behavioural engagement and 22.6% of the variance in English achievement. Implications for English education and limitations and directions for future studies are discussed.

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Foreign Language Learning Boredom, Academic Engagement, and Achievement: A Mediation Model

Cited by 2 publications

References 38 publications

Academic boredom and foreign language proficiency: Elaboration strategies as the mediator

Academic boredom and foreign language proficiency: Elaboration strategies as the mediator

Understanding Foreign Language Anxiety and Achievement in Chinese Secondary EFL Learners: The Role of Behavioural Engagement

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