Potential Sources of Foreign Language Learning Boredom: A Q Methodology Study

Autor/inn/en	Kruk, Mariusz; Pawlak, Miroslaw; Shirvan, Majid Elahi; Taherian, Tahereh; Yazdanmehr, Elham
Titel	Potential Sources of Foreign Language Learning Boredom: A Q Methodology Study
Quelle	In: Studies in Second Language Learning and Teaching, 12 (2022) 1, S.37-58 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kruk, Mariusz) ORCID (Pawlak, Miroslaw) ORCID (Shirvan, Majid Elahi) ORCID (Taherian, Tahereh) ORCID (Yazdanmehr, Elham)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Learning Motivation; Teacher Student Relationship; Learner Engagement; Student Attitudes; Private Education; Factor Analysis; Learning Activities; Teaching Methods; Cognitive Style; Language Teachers; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Privatunterricht; Faktorenanalyse; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Language teacher; Sprachunterricht; Ausland
Abstract	The present study employed an interpretive approach to investigate individual learners' viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners' perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01