Development and validation of the Short-Form Foreign Language Classroom Boredom Scale (S-FLCBS)

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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) resulting in a unidimensional model. Through ant-optimization algorithms and traditional item analysis, 10 items were retained that constituted the Short-Form Foreign Language Classroom Boredom Scale (S-FLCBS). Based on data from the second sample, the tool was characterized by acceptable internal consistency reliability, as well as discriminant and convergent validity. The analysis also yielded evidence for measurement invariance with respect to age and gender, with limited invariance found for country.