The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
Foreign language learning boredom: Conceptualization and measurement
Abstract
This article reports on a two-step investigation of foreign language learning boredom amongst Chinese university non-English-major EFL students and English teachers. In Study 1, 22 students and 11 English teachers were interviewed and 659 students responded to an open questionnaire, recalling and describing their experiences and perceptions of boredom in learning English. The data allowed a multidimensional conceptualization of Foreign Language Learning Boredom (FLLB), empirically supporting the control-value theory in educational psychology. Based on the conceptualization of FLLB, in Study 2, the Foreign Language Learning Boredom Scale (FLLBS) was developed. Through surveying 808 students in a pilot and 2,223 in the main study, a 7-factor FLLBS with 32 items was validated using exploratory and confirmatory factor analyses as well as further validity and reliability analyses. It is argued that FLLB is a crucial addition to the emerging field of foreign languagelearning emotion research.
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Cited by
Dewaele, J.-M., & Li, C. (2021) · Language Teaching Research · doi:10.1177/13621688211014538 · Cited by 532
Self-citationLi, C., & Wei, L. (2023) · Studies in Second Language Acquisition · doi:10.1017/s0272263122000031 · Cited by 317
“Secondly, our examination of the relations between achievement emotions and FL achievements was limited to FLE, FLCA, and FLLB.”
BackgroundMethodInfluentialSelf-citationBoredom in online classes in the Iranian EFL context: Sources and solutions
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Self-citation
Metadata
- Authors
- Li, C., Dewaele, J.-M., & Hu, Y.
- Venue
- Applied Linguistics Review
- Publisher
- Walter de Gruyter GmbH
- Published
- 2021-01-13
- Volume
- 14
- Issue
- 2
- Pages
- 223-249
- ISSN
- 1868-6303 (ISSN-L)
- 1868-6311
- OpenAlex
- W3122980829
- Cited by
- 323
- References
- 36
- FWCI
- 164.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Funders
- National Social Science Foundation (Youth Project) of China 2019 (19CYY017)
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