The Effects of Boredom on EFL Learners' Engagement

Abstract

This article aims to delve into the role of boredom on students' engagement which has always attracted attention in that it is one of the most common academic feelings felt by students that causes them to feel more or less enthusiastic to engage in class activities, and there is a growing increase in such feelings among adolescents; therefore, its various dimensions should be taken into consideration. First and foremost, a variety of definitions from different points of view have been proposed. Then, with a focus on the distinction between state boredom and trait boredom which is one of the most radical classifications of boredom it has been continued. Following that, the antecedents of boredom are additionally taken into consideration along with the role of boredom in students' engagement that necessitates a few changes in the curriculum of schools. Moreover, some coping strategies on how to overcome boredom have been featured. Finally, in the discussion part, the emphasis of the points, which have been mentioned above, in the learning context for both teachers and students has been discussed, and new suggestions for further studies have been proposed.

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

“…This study found that boredom was negatively correlated with EFL achievement, indicating that hypothesis 1 was supported. This finding is consistent with previous studies that examined the correlation between boredom and academic performance in EFL settings Xie, 2021;Zawodniak et al, 2017). This finding contributes to the literature in two ways.…”

“…Building on the control-value theory (Pekrun, 2006), a group of empirical studies have explored the relationship between boredom and academic achievement and found that boredom is negatively correlated with academic achievement (e.g., Pawlak et al, 2020;Pekrun et al, 2014;Tze et al, 2016;Xie, 2021). For example, Pawlak et al, (2020) documented that boredom in English language classes was negatively correlated with English achievement and low-achievers were more likely to experience boredom in a sample of 107 Polish English majors.…”

The happy learner: Effects of academic boredom, burnout, and engagement

“…No association was found between gender and boredom (see Hendricks, 2015 ). However, associations exist that point toward an increased experience of boredom when a learner does not have an interest in activities ( Daniels et al, 2015 ; Xie, 2021 ).…”

The Efficacy of Authentic-based Multimedia Learning on Students' Performance, Cognitive and Behavioral Engagement Level in Nigerian Higher Institutions

“…Due to the possibility of engaging in behaviors without also engaging cognitively, behavioral engagement cannot be used as a reliable measure of the accomplishment of tasks requiring higher level learning processes. Hence, Xie (2021) mentioned that employing generative methods to get students interested in learning can improve students' cognitive and behavioral engagement with instruction that make sure students have solid assistance so they can develop the necessary abilities in the actual world without distractions, limitations, or boredom throughout their learning activities. Additionally, as a consequence of the study, multimedia contexts are seen as meeting the requirements of authentic learning environments.…”