Temat: foreign language boredom

Skocz do pozycji: 1.

Tytuł:: When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model
Autorzy:: Kruk, Mariusz
Pawlak, Mirosław
Taherian, Tahereh
Yüce, Erkan
Shirvan, Majid Elahi
Barabadi, Elyas
Tematy:: CDST
foreign language boredom
foreign language enjoyment
foreign language playfulness
latent change score mediation model; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/55992422.pdf Link otwiera się w nowym oknie
Opis:: In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent change score (LCS) models. Then, we explored the developmental processes involved in how changes in FLE and FLP were associated with changes in FLB. In particular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. The findings showed that (a) in a multivariant LCS model, FLE and FLP increases independently predicted decreases in FLB over time and (b) the growth of FLP acted as a mediator between variation in FLE and FLB. Participants showed interindividual and intraindividual divergences in their L2 emotions, not just on the first time of measurement, but also in short-term dynamics and long-term trajectories. The findings facilitate understanding of the complicated mechanism of variation in L2 emotions, thus potentially contributing to enhancement of pedagogical practices and learning outcomes.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Potential sources of foreign language learning boredom: A Q methodology study
Autorzy:: Kruk, Mariusz
Pawlak, Mirosław
Elahi Shirvan, Majid
Taherian, Tahereh
Yazdanmehr, Elham
Tematy:: foreign language learning boredom (FLLB)
Q methodology
teacher-induced boredom
student-induced boredom
activity-induced boredom; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/2051509.pdf Link otwiera się w nowym oknie
Opis:: The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Revisiting the relationship between global and specific levels of foreign language boredom and language engagement: A moderated mediation model of academic buoyancy and emotional engagement
Autorzy:: Liu, Honggang
Elahi Shirvan, Majid
Taherian, Tahereh
Tematy:: foreign language boredom
English language engagement
academic buoyancy
emotional engagement
exploratory structural equation modeling
global factor
specific factor; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/59498606.pdf Link otwiera się w nowym oknie
Opis:: The current research aimed to examine the relationships among three key aspects of the language learning process, namely, foreign language boredom (FLB), English language engagement (ELE), and academic buoyancy (AB), utilizing data collected from 2,992 Chinese language learners. In order to strengthen the accuracy and robustness of the results, we initially performed primary analyses to determine the most effective measurement solution for the three variables. As a result, we decided to use a bifactor exploratory structural equation modeling (ESEM) solution for FLB, a partial bifactor-ESEM solution for ELE, and a unidimensional confirmatory factor analysis solution for AB. The primary analysis demonstrated that the global factor of FLB strongly and negatively influenced the global levels of ELE. Both global and specific factors of FLB predicted different facets of specific ELE differently. The mediation-moderation analysis further confirmed the significance of the specific factors of emotional ELE as mediators and AB as a moderator in the relationships between global and specific levels of FLB and global and specific levels of ELE. The findings offer a basis for theoretical and pedagogical implications.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Another look at boredom in language instruction: The role of the predictable and the unexpected
Autorzy:: Kruk, Mariusz
Pawlak, Mirosław
Zawodniak, Joanna
Tematy:: boredom
English as a foreign language
L2 instruction
micro-perspective
negative emotions; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/1047077.pdf Link otwiera się w nowym oknie
Opis:: Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Counteracting boredom in teaching practice (case of a foreign language class)
Przeciwdziałanie zjawisku nudy w praktyce kształcenia (na przykładzie lekcji języka obcego)
Autorzy:: Pudo, Dorota
Wydawca:: Wydawnictwo Primum Verbum
Opis:: Nuda to bardzo powszechne zjawisko w praktyce kształcenia, często niedoceniane przez badaczy. Jego powstawanie można przypisać różnym mechanizmom psychologicznym, takim jak brak właściwej stymulacji, wymuszony wysiłek lub opór wobec instytucji szkoły. Potencjalne metody radzenia sobie z nudą w klasie muszą być adekwatne do rzeczywistej przyczyny nudy i powinny zawierać odpowiednio: dostarczanie właściwej stymulacji, promowanie aktywności studentów i tworzenie motywacji wewnętrznej. Nauczyciel musi także zdawać sobie sprawę, że istnieją pewne społeczne lub indywidualne czynniki powodujące nudę, nad którymi nie ma kontroli, dlatego rzadko udaje się całkowicie wyeliminować ją z lekcji.
Boredom is a very common phenomenon in teaching and learning practice, yet it often remains underestimated by researchers. It can be attributed to different psychological mechanisms, such as lack of adequate stimulation, forced effort or resistance towards the school institution. The potential methods of dealing with boredom in class must be adequate to the actual cause of boredom, and they should include respectively: providing adequate stimulation, fostering students' activity and creating intrinsic motivation. The teacher must also realize that, while many strictly didactic anti-boredom measures can be introduced, there are also some social or individual factors beyond his control, which is why boredom can rarely be completely eliminated from the classroom.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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