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Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles

  • Mirosław Pawlak , Mariusz Kruk ORCID logo EMAIL logo , Kata Csizér and Joanna Zawodniak
Published/Copyright: September 25, 2023
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Applied Linguistics Review
From the journal Applied Linguistics Review Volume 15 Issue 6

Abstract

Although the number of studies into boredom in second and/or foreign language (L2) learning is evidently on the rise and our understanding of this negative emotion has been considerably extended, surprisingly, empirical evidence is still scant with respect to boredom experienced in out-of-school situations. This study addresses this gap by: (1) examining the relative contribution of factors underlying in-class and after-class boredom, (2) investigating relationships among these factors, (3) identifying distinct learner profiles connected with these factors, and (4) exploring the role of group-related variables in this respect. The data were collected from 107 Polish university students majoring in English through two tools designed for this purpose. The results demonstrated that in-class and after-class boredom are distinct yet multidimensional constructs and factors underpinning them cannot be easily separated. Four in-class and after-class boredom-specific cluster groups were identified and the impact of gender and attainment measures for some of these factors was found. Future research directions are discussed as well.

Keywords: in-class boredom; after-class boredom; leisure boredom; homework; achievement; implicit and explicit learning
Corresponding author: Mariusz Kruk, University of Zielona Góra, Zielona Góra, Poland, E-mail:

Funding source: National Science Center, Poland

Award Identifier / Grant number: NCN 2022/45/B/HS2/00187 (2023-2025)

  1. Research funding: This work was supported by the National Science Center, Poland (NCN 2022/45/B/HS2/00187 (2023–2025)).

Appendix: Dendogram of hierarchical clustering with the five factors on the BPELC-R and the BLEOS.

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Received: 2022-10-10
Accepted: 2023-08-20
Published Online: 2023-09-25
Published in Print: 2024-11-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Interactional features in second language classroom discourse: variations across novice and experienced language teachers
  4. English-medium instruction and impact on academic performance: a randomized control study
  5. ESL classroom interactions in a translanguaging space
  6. Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement
  7. Translingual practice as a representation of heritage languages and regional identities in multilingual society
  8. Pedagogical implications of translingual practices for content and language integrated learning
  9. Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach
  10. Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
  11. Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
  12. Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes
  13. “I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea
  14. Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
  15. When women’s empowerment meets health communication: a critical discourse analysis of the WeChat official account “Health China”
  16. “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
  17. How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean
  18. The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory
  19. Narratives of the self in bilingual speakers: the neurophenomenal space
  20. Uncovering English as a foreign language teacher resilience: a structural equation modeling approach
  21. Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students
  22. Investigating translanguaging strategies and online self-presentation through internet slang on Douyin (Chinese TikTok)
  23. Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision
  24. Languages ontologies in higher education: the world-making practices of language teachers
  25. English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition
  26. Artificial intelligence and posthumanist translation: ChatGPT versus the translator
https://doi.org/10.1515/applirev-2022-0150
Keywords for this article
in-class boredom; after-class boredom; leisure boredom; homework; achievement; implicit and explicit learning

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Interactional features in second language classroom discourse: variations across novice and experienced language teachers
  4. English-medium instruction and impact on academic performance: a randomized control study
  5. ESL classroom interactions in a translanguaging space
  6. Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement
  7. Translingual practice as a representation of heritage languages and regional identities in multilingual society
  8. Pedagogical implications of translingual practices for content and language integrated learning
  9. Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach
  10. Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
  11. Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
  12. Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes
  13. “I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea
  14. Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
  15. When women’s empowerment meets health communication: a critical discourse analysis of the WeChat official account “Health China”
  16. “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
  17. How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean
  18. The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory
  19. Narratives of the self in bilingual speakers: the neurophenomenal space
  20. Uncovering English as a foreign language teacher resilience: a structural equation modeling approach
  21. Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students
  22. Investigating translanguaging strategies and online self-presentation through internet slang on Douyin (Chinese TikTok)
  23. Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision
  24. Languages ontologies in higher education: the world-making practices of language teachers
  25. English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition
  26. Artificial intelligence and posthumanist translation: ChatGPT versus the translator
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