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"It felt like we were trying to get through the class …": Insights on learners' FL boredom from Q methodology

Pariwat Imsa-Ard¹

¹Faculty of Liberal Arts, Thammasat University, Thailand.

|December 10, 2024

Abstract:

Gaining insight into the personal experiences of boredom in foreign language (FL) learning is essential for delivering lessons that reduce boredom and enhance the overall learning experience for students. This study explores the views of Thai EFL university students on Foreign Language Learning Boredom (FLLB) using Q methodology. A total of 36 students participated in a Q-sort involving 44 FLLB-related statements, and the data was analysed using Principal Component Analysis and varimax rotation. Additionally, retrospective interviews with six participants provided deeper insights. The study identified three primary factors shaping and influencing FLLB: disengaging tasks, teacher-related factors, and dissatisfaction with learning environments. The findings suggest that FL educators should tailor their teaching strategies to address these factors, thereby enhancing student engagement and improving learning outcomes in EFL contexts.

Keywords:

EFL learning FL boredom Influencing factors Q methodology Thai learners Undergraduate students

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