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Examining the Complexity between Boredom and Engagement in English Learning: Evidence from Chinese High School Students

Author

Listed:
  • Honggang Liu

    (School of Foreign Languages, Soochow University, Suzhou 215006, China)

  • Jing Li

    (Shenyang Shangpindongjia School, Shenyang 110041, China)

  • Fan Fang

    (College of Liberal Arts, Shantou University, Shantou 515063, China)

Abstract

Although boredom is a negative emotion that students frequently experience in the process of learning English, boredom in language learning has received scant research attention in terms of its structure, levels and impact on language learning engagement. To fill this gap, the study focused on data obtained from 1157 high school students in six different areas of mainland China via a questionnaire. Exploratory factor analysis revealed a binary structure of English learning boredom (ELB) and a tri-structure of English learning engagement (ELE). The Pearson correlation showed a low-to-moderate correlation between ELB and ELE. On the basis of our results, we present this study’s pedagogical implications.

Suggested Citation

  • Honggang Liu & Jing Li & Fan Fang, 2022. "Examining the Complexity between Boredom and Engagement in English Learning: Evidence from Chinese High School Students," Sustainability, MDPI, vol. 14(24), pages 1-12, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:24:p:16920-:d:1006034
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    References listed on IDEAS

    as
    1. Altay Eren & Hamit Coskun, 2016. "Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(6), pages 574-588, November.
    2. Ali Dincer & SavaÅŸ YeÅŸilyurt & Kimberly A. Noels & Dayuma I. Vargas Lascano, 2019. "Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development," SAGE Open, , vol. 9(2), pages 21582440198, May.
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