Teachers reflecting on boredom in the language classroom
PDF

Keywords

L2 boredom
teacher boredom
teacher reflection

How to Cite

Li, B., & Zeng, Y. (2024). Teachers reflecting on boredom in the language classroom. Studies in Second Language Learning and Teaching, 14(3), 611–618. https://doi.org/10.14746/ssllt.42828

Number of views: 271


Number of downloads: 159

https://doi.org/10.14746/ssllt.42828
PDF

References

Borg, S. (2010). Language teacher research engagement. Language Teaching, 43(4), 391-429. DOI: https://doi.org/10.1017/S0261444810000170

Dumančić, D. (2018). Investigating boredom among EFL teachers. ExELL (Explorations in English Language and Linguistics), 6, 57-80. DOI: https://doi.org/10.2478/exell-2019-0006

Eastwood, J. D., Frischen, A., Fenske, M. J., & Smilek, D. (2012). The unengaged mind: Defining boredom in terms of attention. Perspectives on Psychological Science, 7(5), 482-495. DOI: https://doi.org/10.1177/1745691612456044

Farrell, T. S. C. (2014). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge. DOI: https://doi.org/10.4324/9781315775401

Gkonou, C., Dewaele, J.-M., King, J. (Eds). (2020). The emotional rollercoaster of language teaching. Multilingual Matters. DOI: https://doi.org/10.21832/9781788928342

Kruk, M., & Pawlak, M. (2022). Understanding emotions in English language learning in virtual worlds. Routledge. DOI: https://doi.org/10.4324/9781003240068

Kruk, M., Pawlak, M., Elahi Shirvan, M., Taherian, T., & Yazdanmehr, E. (2022). Potential sources of foreign language learning boredom: A Q methodology study. Studies in Second Language Learning and Teaching, 12(1), 37-58. DOI: https://doi.org/10.14746/ssllt.2022.12.1.3

Kruk, M., & Zawodniak, J. (2018). Boredom in practical English language classes: Insights from interview data. In L. Szymański, J. Zawodniak, A. Łobodziec, & M. Smoluk (Eds.), Interdisciplinary views on the English language, literature and culture (pp. 177-191). Uniwersytet Zielonogórski.

Larson, R. W., & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99(4), 418-433. DOI: https://doi.org/10.1086/443992

Li, B. (2018). Chinese EFL teachers’ occupational wellbeing. China Social Science Press.

Li, C., Feng, E., Zhao, X., & Dewaele, J.-M. (2024). Foreign language learning boredom: Refining its measurement and determining its role in language learning. Studies in Second Language Acquisition. DOI: https://doi.org/10.1017/S0272263124000366

Li, C., & Wei, L. (2023). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? Studies in Second Language Acquisition, 45(1), 93-108. DOI: https://doi.org/10.1017/S0272263122000031

MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J.-M., Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11-30). Multilingual Matters. DOI: https://doi.org/10.21832/9781783097722-003

Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored? Students’ strategies for coping with boredom. Learning and Individual Differences, 20(6), 626-638. DOI: https://doi.org/10.1016/j.lindif.2010.09.004

Nett, U. E., Goetz, T., & Hall, N. C. (2011). Coping with boredom in school: An experience sampling perspective. Contemporary Educational Psychology, 36, 49-59. DOI: https://doi.org/10.1016/j.cedpsych.2010.10.003

Pawlak, M. (2020). Individual differences and good language teachers. In C. Griffiths, & Z. Tejeddin (Eds.), Lessons from good language teachers (pp. 121-132). Cambridge University Press. DOI: https://doi.org/10.1017/9781108774390.013

Pawlak, M., Derakhshan, A., Mehdizadeh, M., & Kruk, M. (2021). Boredom in online English language classes: Mediating variables and coping strategies. Language Teaching Research. DOI: https://doi.org/10.1177/13621688211064944

Pawlak, M., & Kruk, M. (2022). Individual differences in computer assisted language learning research (1st ed.). Routledge. DOI: https://doi.org/10.4324/9781003240051-1

Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2022). Examining the underlying structure of after-class boredom experienced by English majors. System, 106, 102769. DOI: https://doi.org/10.1016/j.system.2022.102769

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. DOI: https://doi.org/10.1007/s10648-006-9029-9

Perkins, R. E., & Hill, A. B. (1985). Cognitive and affective aspects of boredom. British Journal of Psychology, 76(2), 221-234. DOI: https://doi.org/10.1111/j.2044-8295.1985.tb01946.x

Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it. In J. C. K. Wang, W. C. Liu, & R. M. Ryan (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 129-152). Springer. DOI: https://doi.org/10.1007/978-981-287-630-0_7