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

Honggang Liu, Jing Li and Fan Fang ()
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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

Sustainability, 2022, vol. 14, issue 24, 1-12

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.

Keywords: English learning boredom; English learning engagement; relationship; complexity; Chinese high school students (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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