Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

Although the number of studies into grit in second/foreign language (L2) learning is on the rise, available empirical evidence is still scant, particularly in relation to links between the two facets of (L2) grit (i.e. perseverance and interest), positive (i.e. enjoyment, curiosity) and negative (i.e. in-class and after-class boredom, anxiety) emotions as well as motivation. In addition, most research has been quantitative in nature and has mainly targeted Asian contexts. In order to fill these gaps, a mixed-methods study was undertaken among English majors and English student teachers in Hungary. It aimed to: (1) characterize the participants in terms of the variables under investigation, (2) identify their profiles in relation to general grit and L2 grit, and (3) determine the differences between the identified clusters with respect...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The present study investigated how second or foreign language (L2) learners cope with boredom in class, using Q methodology. The participants were 40 undergraduate English majors (12 male, 28 female). By-person factor analysis identified three coping profiles, namely, acceptors , escapers , and strivers . The acceptors viewed coping as a personal responsibility and acknowledged boredom as a natural and temporary emotion. These learners reminded themselves of the value of the lesson, reflected on the causes of boredom, and planned to prepare for future situations, showing a reflective and mindful attitude. The escapers tackled boredom through mental or behavioral disengagement. They tended to distract themselves or share their feelings with peers. While they avoided confronting boredom directly, they neither blamed themselves nor the...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ranging from small to large. In addition, the three L2 emotions were found to mediate the relationship between CE and WTC in parallel, with enjoyment having the largest mediating effect, followed by anxiety and boredom. The findings offer insights into how to improve students’ WTC in an L2.

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Second and foreign language (L2) learning boredom has triggered a spate of studies in recent years. Researchers have also developed instruments that tap into this emotion. However, such tools contain many items, may be culture-specific, or have a disputed factor structure. To address these shortcomings, we aimed to develop and validate a short version of the 23-item Boredom in Practical English Classes-Revised (BPELC-R) Scale. A dataset from 1,254 students in degree programs in English from different countries (i.e., Hungary, Iran, Iraq, Poland) was used. Data were split into two groups, and the first sample was used to develop the short-form measure, with principal component analysis (PCA)...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: estrategias de aprendizaje

Resumen:

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Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford,...

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

This study investigated the effects of growth mindset and self-efficacy on foreign language achievement (FLA) in a sample of 379 intermediate learners of English as a foreign language (EFL) while also incorporating the mediation of second language (L2) grit in a structural model. The measurement model was examined using confirmatory factor analysis, and mediation analysis was conducted following Baron and Kenny’s (1986) method to explore the mediating role of L2 grit in the relationship between growth mindset, self-efficacy, and FLA. The results revealed that both L2 grit and English self-efficacy directly predicted FLA. Moreover, the mediation analysis revealed that growth mindset influenced FLA indirectly through the mediating role of L2 grit. These findings suggest that fostering growth mindset and self-efficacy beliefs in language...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

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This study explores the relationship between two facets of confidence in second language (L2) learning: linguistic self-confidence (LSC) and L2 communication confidence (L2 CC), and how they interplay with L2 speech fluency. The data were collected from 102 advanced L2 learners who performed a monologue task to capture their L2 speech fluency, measured in terms of breakdown fluency markers (mean length of silent pauses, frequency of filled and silent pauses), speed of speech (articulation rate), and composite indices (speech rate, phonation–time ratio, and mean length of run). The levels of L2 CC were established with the scale developed by Mystkowska-Wiertelak and Pawlak, while LSC levels were...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Although boredom can be regarded as a ubiquitous emotion in most educational settings, including foreign and second language classrooms, and this condition can have a detrimental effect on the process of learning, it has to a large extent escaped the attention of second language acquisition researchers dealing with individual learner differences. The study reported in this article sought to fill this gap by investigating the trajectories of boredom exhibited in a practical English class by 11 Polish university students majoring in English. The data were collected by means of a background questionnaire, the Boredom in Practical English Language Classes Questionnaire (BPELC), and an in-class boredom questionnaire, including a self-report boredom grid, an open-ended query and an evaluation of the class based on a semantic differential...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study set out to scrutinize the interplay between 338 (218 male and 120 female) English as a second or foreign language learners’ second language writing boredom (L2WB) and boredom coping strategies, along with the mediating role of second language writing motivation (L2WM). Structural equation modeling (SEM) analysis indicated that L2WB is negatively associated with L2WM in writing classes. Results also revealed a negative relationship between L2WB and cognitive as well as behavioral approaches to coping with boredom in second language (L2) writing practices. In addition, L2WM was positively predictive of cognitive approach strategy while being negatively predictive of cognitive avoidance strategy in coping with boredom. Results also showed significant indirect effects of L2WB on both cognitive-oriented strategies (i.e....

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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In line with current trends in the field to reduce the number of items in scales and to provide thorough validation evidence, the study aimed to develop and validate a short-form version of the 21-item Boredom in Learning English Outside of School (BLEOS) scale. A multinational dataset of n = 1,133 participants was divided into two samples: the first sample was used to develop the Short-form Boredom in Learning English Outside of School (S-BLEOS) scale while the second sample was used to validate the scale. Development efforts included examining the underlying factor structure of the 21-item scale and selecting items through a combination of factor loadings, item reliabilities, and inter-item...

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