The construct of boredom has recently received growing attention in second or foreign language (L2) research. However, the dynamic and reciprocal nature of foreign language learning boredom (FLB) and teacher boredom (TB) has received little attention. Specifically, research on how L2 learners' FLB and teachers' perceived and actual boredom develop within and across individuals over time is scarce. To address the existing gap, 173 English as a foreign language (EFL) learners and 9 teachers were recruited. Data from L2 reading classes were collected using a three-week experience sampling method which was conducted over nine teaching days, and dynamic structural equation modeling was used to analyze the data. We specifically sought to explore (1) the extent to which actual TB, perceived teacher boredom (PTB), and FLB exhibit within-person stability over time, (2) the extent TB, PTB, and FLB exhibit within-person bidirectional relationships over time, and (3) the extent to which these dynamic boredom patterns are correlated across different learners. At the within-person levels, results indicated that TB, PTB, and FLB mutually and cyclically reinforce one another across time. Specifically, prior TB positively predicted current PTB and FLB, and prior FLB positively predicted current TB and PTB. The findings also revealed that prior PTB contributes slightly more to current FLB than prior TB. At the between-individual levels, significant positive correlations were observed among TB and PTB, TB and FLB, and PTB and FLB. The results will be discussed, and pedagogical implications will be drawn.
Shirvan et al. (Wed,) studied this question.