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Investigating factors responsible for boredom in English classes: The case of advanced learners
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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A desire for desires: Boredom and its relation to alexithymia
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Emotions in classroom language learning: What can we learn from achievement emotion research?
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Linking noncognitive factors back to second language learning: New theoretical directions
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Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning
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Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world
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Boredom proneness and sleep disorders as predictors of adult attention deficit scores
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Boredom Proneness--The Development and Correlates of a New Scale
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Ability grouping of gifted students: Effects on academic self‐concept and boredom
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Nuda a praktyczna nauka języka angielskiego
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WPŁYW ŚWIATA WIRTUALNEGO SECOND LIFE NA ZMIANY W POZIOMIE MOTYWACJI, LĘKU JĘZYKOWEGO I DOŚWIADCZENIA NUDY U STUDENTÓW FILOLOGII ANGIELSKIEJ
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Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
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Engagement and Disaffection as Central to Processes of Motivational Resilience and Development
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The Psychology of the Language Learner Revisited
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Variations in motivation, anxiety and boredom in learning English in Second Life
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Grit and Second Language Acquisition: Can Passion and Perseverance Predict Performance in Japanese Language Learning?
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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In-Class and Out-of-School Boredom in English Learning: A Comparison of Female and Male Polish High-School Students
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inferred← citeshttps://doi.org/10.1177/13621688221144497openalex-snapshot
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning
inferred← citeshttps://doi.org/10.1177/13621688231182176openalex-snapshot
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment
inferred← citeshttps://doi.org/10.1177/13621688231194286openalex-snapshot
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms
inferred← citeshttps://doi.org/10.1177/13621688241239178openalex-snapshot
Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies
inferred← citeshttps://doi.org/10.1177/13621688241296857openalex-snapshot
(L2) grit, emotions, and motivated learning behavior: The case of English majors in Hungary
inferred← citeshttps://doi.org/10.1177/13621688251352279openalex-snapshot
A holistic perspective on the contribution of foreign language peace of mind, enjoyment, anxiety, and boredom to EFL learners’ willingness to communicate: The mediating role of engagement
inferred← citeshttps://doi.org/10.1177/13621688251352288openalex-snapshot
A meta-analysis of the impact of boredom on language achievement
inferred← citeshttps://doi.org/10.1177/13621688251368647openalex-snapshot
Development and validation of the Short-Form Foreign Language Classroom Boredom Scale (S-FLCBS)
inferred← citeshttps://doi.org/10.1177/13621688251383245openalex-snapshot
Exploring the roles of language aptitude and L2 grit in L2 achievement: Mediation of foreign language learning boredom
inferred← citeshttps://doi.org/10.1177/13621688251397840openalex-snapshot
Exploring EFL learners’ emotions: A comparative study of cooperative podcast creation and general language learning
inferred← citeshttps://doi.org/10.1177/13621688251411484openalex-snapshot
The effect of task emotions on second language speech fluency across different perceived second language oral proficiency levels
inferred← citeshttps://doi.org/10.1177/13621688251412206openalex-snapshot
Less is more: Developing and validating the short scale for investigating L2 boredom beyond the classroom
inferred← citeshttps://doi.org/10.1177/13621688261430560openalex-snapshot
Humanizing English language teaching (ELT) materials: An emotional design framework
inferred← citeshttps://doi.org/10.1177/13621688261456524openalex-snapshot
Development and Validation of the Second or Foreign Language Boredom Coping Strategies Scale
inferred← citeshttps://doi.org/10.1177/21582440241228915openalex-snapshot
The Influence of Study Interest, Perceived Autonomy Support, and Student Enthusiasm on Class-Related Boredom of English Majors
inferred← citeshttps://doi.org/10.1177/21582440241292901openalex-snapshot
Investigating Factors Responsible for More Boredom in Online Live EFL Classes
inferred← citeshttps://doi.org/10.1177/2212585x221097718openalex-snapshot
Enhancing language task engagement in the instructed language classroom: Voices from Chinse English as a foreign language students and teachers
inferred← citeshttps://doi.org/10.1186/s40359-025-03292-wopenalex-snapshot
Weathering the virtual storm: state boredom and coping strategies of novice and experienced Iranian EFL teachers in online learning
inferred← citeshttps://doi.org/10.1186/s40468-025-00347-yopenalex-snapshot
Exploring flow as the consequences of placement decisions in an EFL speaking course
inferred← citeshttps://doi.org/10.1186/s40862-026-00388-7openalex-snapshot
A dynamic bidirectional system of perceived teacher boredom, language learners’ boredom, and L2 writing motivation: a feedback loop system
inferred← citeshttps://doi.org/10.12677/ae.2026.1661116openalex-snapshot
Current Status, Manifestations, and Attributions of Boredom in English Reading Classrooms among Grade 10 Students
inferred← citeshttps://doi.org/10.12677/ap.2026.168416openalex-snapshot
The Impact of Foreign Language Boredom on English Achievement: The Mediating Role of Learning Engagement
inferred← citeshttps://doi.org/10.12677/ass.2022.1110572openalex-snapshot
An Overview of the Empirical Research on Foreign Language Learning Boredom (from 2013 to 2022)
inferred← citeshttps://doi.org/10.12677/ass.2023.128572openalex-snapshot
Research of Teaching Modes on English Learning Boredom and Performance of Secondary Students
inferred← citeshttps://doi.org/10.12677/ml.2024.124255openalex-snapshot
A Systematic Literature Review of Research on Emotions in English Language Learning in Higher Education
inferred← citeshttps://doi.org/10.12973/ejels.4.2.89openalex-snapshot
Investigating Boredom Among Chinese Senior High School Students in English as a Foreign Language Classrooms
inferred← citeshttps://doi.org/10.12973/ejels.5.3.167openalex-snapshot
Exploring English Learning Boredom: Evidence from Chinese Senior High School Students
inferred← citeshttps://doi.org/10.14232/mped.2023.1.3openalex-snapshot
Kitartás és érdeklődés a nyelvtanulásban
inferred← citeshttps://doi.org/10.14746/ssllt.2022.12.1.2openalex-snapshot
Shifting focus through a small lens: Discursive and introspective perspectives on the emergence of L2 study emotions
inferred← citeshttps://doi.org/10.14746/ssllt.2022.12.1.3openalex-snapshot
Potential sources of foreign language learning boredom: A Q methodology study
inferred← citeshttps://doi.org/10.14746/ssllt.35845openalex-snapshot
A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies
inferred← citeshttps://doi.org/10.14746/ssllt.37174openalex-snapshot
When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model
inferred← citeshttps://doi.org/10.14746/ssllt.40195openalex-snapshot
Revisiting the relationship between global and specific levels of foreign language boredom and language engagement: A moderated mediation model of academic buoyancy and emotional engagement
inferred← citeshttps://doi.org/10.14746/ssllt.43371openalex-snapshot
Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective
inferred← citeshttps://doi.org/10.14746/ssllt.45224openalex-snapshot
Task flow in L2 writing: Antecedents and effects on task performance
inferred← citeshttps://doi.org/10.14746/ssllt.48993openalex-snapshot
Reply to Shao, Stockinger, Marsh and Pekrun (2023). Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning
inferred← citeshttps://doi.org/10.14746/ssllt.53127openalex-snapshot
Boredom profiles, digital competence, and informal digital learning of Chinese among New Zealand adolescents: A person-centered approach
inferred← citeshttps://doi.org/10.1515/applirev-2020-0096openalex-snapshot
Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
inferred← citeshttps://doi.org/10.1515/applirev-2020-0124openalex-snapshot
Foreign language learning boredom: Conceptualization and measurement
inferred← citeshttps://doi.org/10.1515/applirev-2021-0073openalex-snapshot
Boredom in practical English language classes: a longitudinal confirmatory factor analysis-curve of factors model
inferred← citeshttps://doi.org/10.1515/applirev-2021-0159openalex-snapshot
Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
inferred← citeshttps://doi.org/10.1515/applirev-2022-0150openalex-snapshot
Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
inferred← citeshttps://doi.org/10.1515/applirev-2023-0119openalex-snapshot
Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
inferred← citeshttps://doi.org/10.1515/iral-2022-0151openalex-snapshot
Revisiting after-class boredom via exploratory structural equation modeling
inferred← citeshttps://doi.org/10.1515/iral-2023-0087openalex-snapshot
Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach
inferred← citeshttps://doi.org/10.1515/iral-2023-0180openalex-snapshot
The stone left unturned: boredom among young EFL learners
inferred← citeshttps://doi.org/10.1515/iral-2024-0282openalex-snapshot
Exploring the mediating role of boredom in the relationship between ideal L2 self and engagement in Chinese as a foreign language learning
inferred← citeshttps://doi.org/10.1515/lass-2024-0021openalex-snapshot
Making sense of a new language: authenticity and semiotics in additional language learning
inferred← citeshttps://doi.org/10.17323/jle.2021.12875openalex-snapshot
Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context
inferred← citeshttps://doi.org/10.17507/jltr.1505.09openalex-snapshot
Buffering the Effects of Students’ Perceived Task Difficulty on Cognitive Engagement in EFL Writing Classrooms: The Role of Foreign Language Enjoyment and Growth Mindset
inferred← citeshttps://doi.org/10.17509/ijal.v10i2.28616openalex-snapshot
Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners
inferred← citeshttps://doi.org/10.17670/mped.2020.3.203openalex-snapshot
Egyéni különbségek kvalitatív kutatása a nyelvpedagógiában: nemzetközi folyóiratok szisztematikus szakirodalmi áttekintése
inferred← citeshttps://doi.org/10.17977/um038v8i32025p192-205openalex-snapshot
Kinesthetic Students’ Perceptions of Effective English Learning Strategies in ELT Classrooms
inferred← citeshttps://doi.org/10.18282/l-e.v10i7.3026openalex-snapshot
A Review of Studies on Foreign Language Learning Boredom
inferred← citeshttps://doi.org/10.18823/asiatefl.2024.21.2.15.474openalex-snapshot
Exploring the Effects of Computer-Supported Collaborative Learning on Language Boredom and Achievement in EFL Writing Class
inferred← citeshttps://doi.org/10.18823/asiatefl.2025.22.2.21.477openalex-snapshot
Vietnamese English-as-a-Foreign-Language Learners’ Emotions in Online Learning Environments : Preliminary Findings
inferred← citeshttps://doi.org/10.20414/edulangue.v3i2.2830openalex-snapshot
Using Islamic Songs and Its Effect in Teaching English at an Indonesian Islamic University
inferred← citeshttps://doi.org/10.23887/jere.v8i1.71067openalex-snapshot
Obstacle Factors and Difficulty Factors for Students in Higher Education in Completing Final Assignments
inferred← citeshttps://doi.org/10.23917/ijolae.v6i1.22179openalex-snapshot
Exploring the Educational Landscape: The Impact of Post-Covid Online Learning on Physics Education Undergraduates' Academic Engagement and Achievement
inferred← citeshttps://doi.org/10.23971/jefl.v12i2.3546openalex-snapshot
The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching
inferred← citeshttps://doi.org/10.23971/jefl.v13i1.5239openalex-snapshot
Combination of photos, definitions, and fill-in-the-blank tasks in Quizlet: a concern about learning academic vocabulary in online listening classes
inferred← citeshttps://doi.org/10.23977/appep.2023.041017openalex-snapshot
A study on the influence of academic emotion on the effectiveness of online foreign language learning
inferred← citeshttps://doi.org/10.25217/0020258654400openalex-snapshot
Adaptation and Validation of The Achievement Emotions Questionnaire Academic Boredom Subscale in Indonesian Islamic Boarding Schools
inferred← citeshttps://doi.org/10.26803/ijlter.23.7.2openalex-snapshot
The Predictive Effects of Foreign Language Anxiety (FLA) and Foreign Language Boredom (FLB) on Matriculation English Test (MET) Scores in Chinese Second-Tier University Setting
inferred← citeshttps://doi.org/10.29029/busbed.1577755openalex-snapshot
REVEALING SOURCES OF FOREIGN LANGUAGE LEARNING BOREDOM IN ONLINE SPEAKING CLASSES: IDENTIFICATION OF CONTRIBUTING FACTORS AND PROPOSED SOLUTIONS
inferred← citeshttps://doi.org/10.29408/veles.v6i1.5086openalex-snapshot
Lesson Ideas of Narrative Reading Comprehension Using Storyboard Makers
inferred← citeshttps://doi.org/10.2991/978-2-494069-97-8_102openalex-snapshot
Exploring Different Emotions and Their Effects and Relations on English Performance on Online Classroom Environment During COVID-19
inferred← citeshttps://doi.org/10.30603/al.v8i1.3185openalex-snapshot
Investigating Factors Underlying Boredom in Learning English: The Case of Secondary School
inferred← citeshttps://doi.org/10.30827/portalin.vi42.29389openalex-snapshot
Frustración de las necesidades psicológicas básicas y emociones en la intención comunicativa en inglés como lengua extranjera
inferred← citeshttps://doi.org/10.30845/ijll.v12p3openalex-snapshot
Facing the Elephant in the Room: Conceptualization, Causes, and Coping Strategies of Foreign Language Learning Boredom in Various Contexts
inferred← citeshttps://doi.org/10.3138/cmlr-2023-0012openalex-snapshot
How Intense and Authentic Communication in Foreign Language Classes Has a Positive Effect on Learner Emotions
inferred← citeshttps://doi.org/10.3389/feduc.2025.1641256openalex-snapshot
Factor structure of teacher-related boredom in EFL classroom: a mini literature review
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.722622openalex-snapshot
Exploring Chinese EFL Learners' Achievement Emotions and Their Antecedents in an Online English Learning Environment
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.808311openalex-snapshot
EFL Teachers’ Immediacy and Professional Commitment on Students’ Boredom: A Review of Literature
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.823123openalex-snapshot
Perceived Functions of Playfulness in Adult English as a Foreign Language Learners: An Exploratory Study
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.827104openalex-snapshot
A Review of Foreign Language Learners’ Emotions
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.1005223openalex-snapshot
Latent growth curve modeling for the investigation of emotional factors in L2 in longitudinal studies: A conceptual review
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.1050226openalex-snapshot
The predictive effects of foreign language enjoyment, anxiety, and boredom on general and domain-specific English achievement in online English classrooms
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.1060424openalex-snapshot
Curbing boredom in online teaching: Effects of an autonomy-oriented intervention with EAP students
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.839267openalex-snapshot
Conceptualization and Measurement of Flow in a Chinese Blended English as a Foreign Language Learning Context
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.880234openalex-snapshot
The Role of EFL Teachers’ Emotioncy in Preventing Students’ Boredom and Pessimism
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.895223openalex-snapshot
Unpacking boredom factors of Chinese foreign language major students in translation classes: A sequential mixed methods study
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.956216openalex-snapshot
The role of learner character strengths and classroom emotions in L2 resilience
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.992279openalex-snapshot
The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1108372openalex-snapshot
Students' boredom in English language classes: Voices from Saudi Arabia
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1145773openalex-snapshot
Enjoyment, boredom, and perceived effectiveness of learners in language MOOCs: the mediating effect of self-regulated learning
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1156092openalex-snapshot
English learning anxiety of Chinese rural junior high school students under the online class mode
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1609330openalex-snapshot
A mixed-methods approach to the psychological predictors of boredom in second language learning: mindfulness, grit, and self-regulation
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1687667openalex-snapshot
Boredom proneness and Chinese vocational college students academic disengagement: mediating role of academic self-efficacy and moderating role of self-control
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1876813openalex-snapshot
Rethinking foreign language boredom in AI-assisted learning: the hidden roles of growth mindset, AI literacy, and AI self-efficacy
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1887486openalex-snapshot
How do classroom environment and grit influence foreign language academic achievement: the mediating roles of foreign language anxiety and boredom
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1889736openalex-snapshot
Boredom proneness and short-video addiction among Chinese vocational college students: psychological resilience as a mediator and gender as a moderator
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