인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록·키워드
AbstractAlthough research on boredom in second language (L2) learning contexts has garnered increasing attention, boredom as a negative emotion remains largely uncharted in EFL settings. Previous research has not thoroughly delved into specific categories of factors responsible for boredom in the English language classroom. Therefore, this study explores this construct, honing in on antecedents pertinent to learning content, materials, and in-class tasks. Adopting a quantitative approach, a comprehensive 35-item composite questionnaire was developed drawing on well-established models and theories of boredom to elicit responses from English majors (n = 310) at a university in Saudi Arabia. The data underwent rigorous statistical analysis employing various techniques. The principal components analysis reveals a constellation of five factors associated with the experience of L2 boredom: (1) Tedious task, (2) Irrelevant content, material, and task, (3) Task repetitiveness and a lack of output, (4) Content and task difficulty as well as divergence from learner needs, and (5) Monotonous and unsupportive content. Furthermore, the findings shed light on the effect of perceived L2 proficiency on the instigation of L2 boredom. This study concludes with pedagogical implications and potential avenues for research in this area.
인공지능 문자 인식 모델을 통해 추출된 텍스트로, 일부 오타나 오류가 포함될 수 있으나 지속적으로 개선 중입니다.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
최근 본 자료 전체보기
