Boredom fuels boredom: An experience sampling study on L2 learner and teacher boredom in reading classes

Area of Science:

• Educational Psychology
• Second Language Acquisition Research

Background:

• Boredom in second or foreign language (L2) learning is gaining attention.
• The dynamic, reciprocal relationship between learner boredom and teacher boredom is under-researched.

Purpose of the Study:

• To investigate the temporal dynamics of foreign language learning boredom (FLB) and teacher boredom (TB).
• To explore within-person stability and bidirectional relationships of FLB, actual TB, and perceived teacher boredom (PTB).
• To examine cross-individual correlations of these boredom patterns.

Main Methods:

• Experience sampling method over nine teaching days across three weeks.
• 173 English as a foreign language (EFL) learners and 9 teachers participated.
• Dynamic structural equation modeling (SEM) was employed for data analysis.

Main Results:

• TB, PTB, and FLB demonstrated mutual, cyclical reinforcement over time.
• Prior TB predicted current PTB and FLB; prior FLB predicted current TB and PTB.
• PTB had a slightly stronger influence on current FLB than TB.

Conclusions:

• Learner and teacher boredom are dynamically interconnected, creating reinforcing cycles.
• Pedagogical strategies should address both learner and teacher experiences of boredom concurrently.