Investigating boredom among EFL teachers

Dumančić, Dino

doi:10.2478/exell-2019-0006

Cited by 18 publications

(20 citation statements)

References 32 publications

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“…They found discouraged and uncollaborative learners as the reasons for teacher boredom. Dumančić (2018) found the negative influence of teacher boredom on teaching quality. He argued that a supportive environment in EFL contexts encourages teaching quality.…”

Section: Literature Reviewmentioning

confidence: 97%

Reviewing the Effect of English as a Foreign Language Teachers’ Positive and Negative Affectivity on Their Work Engagement

2022

Front. Psychol.

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This review strives to illuminate the related studies on the effect of English as a Foreign Language (EFL) teachers’ positive and negative emotions on their work engagement. The negative correlations among teachers’ boredom, apprehension, shame, frustration, and work engagement have been confirmed in the review of the literature. Furthermore, few studies have validated the effect of teachers’ positive emotions, such as enjoyment and pride, on their work engagement in educational contexts. The studies showed that some factors, such as teacher self-efficacy, teacher self-sufficiency, increased academic challenges, and ambiguity in educational contexts, can mediate the relationship between teachers’ negative emotions and work engagement. The review of literature has emphasized the mediating role of growth mindset in the relationship between teachers’ positive emotions and work engagement. To improve the language teaching quality, the pedagogical implications are explained in the end. Some suggestions for further research are provided to expand the literature about teachers’ emotional variables.

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Section: Literature Reviewmentioning

confidence: 97%

Reviewing the Effect of English as a Foreign Language Teachers’ Positive and Negative Affectivity on Their Work Engagement

2022

Front. Psychol.

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“…Their findings showed that both learners and teachers exhibited a somewhat negative stance toward grammatical activities, but they also stated that it was necessary to teach grammar. The fact that grammar, and by extension grammatical tasks, evoke unpleasant emotions such as boredom, was also reported by Dumančić (2018). In his qualitative study, the author showed evidence that Croatian L2 teachers found grammatical tasks induced boredom, alongside certain tasks and activities, such as reading tasks, workbook, drilling, and translating exercises.…”

Section: L2 Teacher Emotions and Classroom Activitiesmentioning

confidence: 75%

“…There are several scholars (e.g., Cowie, 2003;Dumančić, 2018;Gkonou & Miller, 2020;Khajavy et al, 2018;Ruohotie-Lyhty et al, 2018;Xu, 2013) that investigated L2 teachers' pleasant and unpleasant emotions with respect to different elements, such as learners, colleagues, and institutions they worked in. To illustrate, language teachers' emotions are often evoked by their learners.…”

Section: L2 Teacher Emotions and Their Sourcesmentioning

confidence: 99%

“…Not many studies have focused on the relationship between language teacher emotions and classroom activities. A few authors (e.g., Brown et al, 2018;Dumančić, 2018;Jean & Simard, 2011;Oxford, 2020;Tomlinson, 2018) reported on the association between different teacher emotions, language skills, and activities related to them. Jean and Simard's (2011) research focused on language students' and teachers' beliefs tied to grammar teaching and activities associated with it.…”

Section: L2 Teacher Emotions and Classroom Activitiesmentioning

confidence: 99%

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Dear Diary: An Exploration of L2 Teachers’ Emotional Experiences

Dumančić¹,

Martinović²,

Burić³

2022

JPLL

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Studies focusing on affective factors/emotions in learning are a mainstay in second language (L2) research. L2 teacher-focused research has also made advances in this domain and established the importance of affective factors for both learners and teachers. Despite the field’s understanding of the emotional complexity of L2 teaching, much remains undiscovered. The aim of this qualitative research was to investigate L2 teachers’ (N = 21) emotional experiences in the classroom. Specifically, by using a teacher diary we set out to document: (1) the emotions teachers reported in their place of work and during their interactions with learners, (2) the classroom activities teachers were engaged in when they experienced specific emotions, and (3) the regulatory practices they engaged in when dealing with both pleasant and unpleasant emotions. Our findings show that L2 teachers most frequently experienced pleasant emotions such as satisfaction, joy, and pride. In regard to unpleasant emotions, they primarily revealed frustration, irritability, and disappointment. Both types of emotions were mostly instigated by their learners and were related to L2 classroom activities in the areas of grammar, speaking, and reading. The teachers admitted to regulating both pleasant and unpleasant emotions. Finally, teachers revealed that they used down-regulation, reappraisal, deep breathing, and suppression as the most frequent emotion regulation strategies.

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“…Such a lengthy list of explanations indeed takes us to consider the complexity of the construct. Therefore, capturing teachers' perspective (Dumančić, 2018) and students' self-reported experience (Pawlak et al, 2020a) have definitely contributed to our appreciation of the emotion. However, understanding the issue from a micro-perspective through the book titled Boredom in the foreign language classroom: A microperspective helps us get a better grasp of the reality.…”

Section: Data Availability Statementmentioning

confidence: 99%

Eye tracking in second language acquisition and bilingualism: A research synthesis and methodological guide, AlineGodfroid. Routledge: New York, 2020. xxiii + 414 pp. ISBN: 978‐1‐138‐02467‐0

2021

Int J App Linguistics

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Following Bowles's (2010) meta-analysis of reactivity research regarding think-alouds, and Jiang's (2012) overview of reaction time methodologies, the book under review is a new addition to the Routledge Series on Second Language Research Methods, devoting to an online data collection method, namely eye-movement registration, commonly referred to as eye tracking.Eye tracking is primarily used to detect and measure an eye's movements (saccades) and stops (fixations), as well as movements back in a text when reading (regressions) (Conklin & Pellicer-Sánchez, 2016). This new technology is becoming increasingly popular in applied linguistics, second language acquisition (SLA) and bilingualism, to investigate questions of language processing and representation using on-line measures, in that the data obtained in this way offer a more fine-grained representation of the learning process than any off-line measurements could (Godfroid & Schmidtke, 2013). The turn toward eye-tracking methodology is a part of a larger movement in SLA research that emphasizes the use of concurrent data collection methods. The growing interest in eye tracking is evidenced by an increasing number of studies making use of this methodology in recent years. Since the first special issue on eyemovement recordings in 2013 in Studies in Second Language Acquisition, researchers in more and more subdisciplines in second language (L2) research have taken up eye tracking, and it has become a popular tool within SLA and bilingualism. The latest special issue on eye tracking in 2020 in Second Language Research is a reflection of these developments, as it shows the breadth and wealth of contemporary eye-tracking research in L2 processing in dialogue with its neighboring disciplines.However, before we get too far down the road with eye tracking, it is important for the field to come to understand such questions as what eye tracking is, and how and why to best collect and analyze eye movement recordings for welldesigned and informative language research. Luckily, answers to these questions can be found in the present book, Eye tracking in second language acquisition and bilingualism: A research synthesis and methodological guide, which aims at providing foundational knowledge and hands-on advice for designing, conducting, and analyzing eye-tracking research in applied linguistics.Over the course of nine chapters, the author presents theories, methodology and practice principles that will inform the use of eye tracking. The opening chapter introduces eye-tracking methodology in relation to three other concurrent methodologies-think-aloud protocols, self-paced reading (SPR) and event-related potentials (ERPs)-which present themselves as complements and sometimes competitors to the eye-tracking method. Such contrasts aid the understanding of what eye tracking is and is not, and how it can enrich one's research program. By summarizing the cognitive psychology literature, Chapter 2 provides the reader with a set of fundamental facts about eye movements that proba...

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Investigating boredom among EFL teachers

Cited by 18 publications

References 32 publications

Reviewing the Effect of English as a Foreign Language Teachers’ Positive and Negative Affectivity on Their Work Engagement

Reviewing the Effect of English as a Foreign Language Teachers’ Positive and Negative Affectivity on Their Work Engagement

Dear Diary: An Exploration of L2 Teachers’ Emotional Experiences

Eye tracking in second language acquisition and bilingualism: A research synthesis and methodological guide, AlineGodfroid. Routledge: New York, 2020. xxiii + 414 pp. ISBN: 978‐1‐138‐02467‐0

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