A Control-Value Theory Approach to Boredom in English Classes among University Students in China

Autor/in	Li, Chengchen
Titel	A Control-Value Theory Approach to Boredom in English Classes among University Students in China
Quelle	In: Modern Language Journal, 105 (2021) 1, S.317-334 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Chengchen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12693
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; College Students; Learning Motivation; Correlation; Psychological Patterns; Educational Psychology; Prediction; Student Attitudes; Language Teachers; Emotional Experience; Academic Achievement; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Motivation for studies; Lernmotivation; Korrelation; Erziehungspsychologie; Pädagogische Psychologie; Vorhersage; Schülerverhalten; Language teacher; Sprachunterricht; Schulleistung
Abstract	There is a growing research interest in a variety of emotions in foreign and second language (L2) classrooms, especially since the introduction of positive psychology. However, research on the ubiquitous emotional experience of boredom is scant. Building on its prevalence and documented deleterious effects, I argue that research on the antecedents for the instigation of boredom is needed. Based on the control-value theory (CVT) of achievement emotions in educational psychology, this study took a mixed methods approach to examine control-value appraisals as antecedents of boredom in English-as-a-foreign-language learning among Chinese university students. In line with CVT assumptions, Pearson correlation analyses and regression analyses (N = 2,002) showed that different control-value appraisals predicted boredom uniquely or interactively. Qualitative data from interviews with 11 students and 11 English teachers expanded the quantitative results by including more complexities in the associations between control-value appraisals and boredom. These findings provide further support for the CVT and help to elucidate the instigation of boredom in the L2 learning context. Directions for future research and implications for L2 educational practice are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01