Speaking enjoyment, boredom, and anxiety in EFL learners: Predicting speaking achievement and validating a foreign language speaking boredom scale

Emotions in foreign language (FL) speaking have received less attention than cognitive factors, and most studies rely on general classroom measures. This study developed and validated a speaking-specific boredom scale (FLSBS) and examined the predictive associations of speaking-specific boredom, enjoyment, and anxiety with FL speaking achievement. Two sub-studies involved three samples of Chinese EFL university students ( N 1 = 136; N 2 = 357; N 3 = 486). Study 1 developed the FLSBS from open-ended responses from Sample 1, explored its factor structure via EFA with Sample 2, and confirmed its psychometric properties using Sample 3. The FLSBS showed a two-factor structure (personal and social boredom), good reliability, and satisfactory convergent, discriminant, and criterion validity. Study 2, using the same Sample 3, collected data on speaking achievement operationalized as IELTS-style speaking test scores (externally-rated performance) and CEFR-based self-rated speaking proficiency. The two boredom dimensions were analyzed separately. Regression analyses showed that enjoyment positively predicted both outcomes; anxiety and personal boredom negatively predicted both; and social boredom negatively predicted externally rated performance but not self-rated proficiency. Enjoyment was most strongly associated with externally rated performance, whereas anxiety was most strongly associated with self-rated proficiency. These findings highlight the importance of skill-specific emotion measures and reveal differential predictive patterns of speaking-specific enjoyment, anxiety, and boredom.