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Foreign Language Learning Boredom: Refining its Measurement and Determining its Role in Language Learning

Published online by Cambridge University Press:  08 May 2024

Chengchen Li*
Affiliation:
School of Foreign Languages, Huazhong University of Science and Technology, China
Enhao Feng
Affiliation:
School of Foreign Languages, Huazhong University of Science and Technology, China
Xian Zhao
Affiliation:
School of Cultures, Languages and Linguistics, University of Auckland, New Zealand
Jean-Marc Dewaele
Affiliation:
UCL Institute of Education, University College London, UK Birkbeck, University of London, UK
*
Corresponding author: Chengchen Li; Email: lichengchen@hust.edu.cn

Abstract

This cross-sectional and longitudinal study sought to refine the measurement of foreign language learning boredom (FLLB) and examine its links with overall/skill-specific second and foreign language (L2) achievement (curriculum-based course exam scores) and proficiency (Cambridge English test scores). In Substudy 1, we developed and validated an 11-item Foreign Language Learning Boredom Scale–Short Form among secondary and tertiary English as a foreign language (EFL) learners in China (n1 = 2,223, n2 = 504, n3 = 934, n4 = 1,109). The scale showed sound psychometric properties (i.e., construct/criterion/convergent/discriminant/predictive validity, reliability, and measurement invariance across time and groups). In Substudy 2, structural equation modeling results show that FLLB had a consistent modest negative effect on overall and skill-specific (vocabulary and grammar, listening, reading, and writing) L2 achievement and proficiency (n4 = 1,109). Substudy 3 was a 12-month three-semester longitudinal investigation (n4 = 1,109). Cross-lagged panel modeling results show that L2 achievement predicted subsequent FLLB negatively, while FLLB did not predict subsequent L2 achievement.

Type
Research Article
Copyright
© The Author(s), 2024. Published by Cambridge University Press

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