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Perception of Boredom in Young Learners’ English Language Classes

Year 2023, Volume: 2 Issue: 2, 196 - 217, 29.12.2023
https://doi.org/10.58650/educatione.1331880

Abstract

This study aims to reveal the boredom perceptions in a Turkish public school providing intensive English classes for the 5th grade. From the perspectives of both students and teachers, the study examines whether young English as a foreign language (EFL) learners get bored in the classroom, the causes and signs of their boredom in addition to the perceived solutions to reduce their boredom perceptions. In accordance with these objectives, six 5th grade students and four English teachers took part in semi-structured interviews. As a result of the analysis of the findings, it was discovered that boredom is a common phenomenon for the students, and it is generally associated with certain causes such as grammar instruction. Additionally, it was found that boredom manifests itself by typical behaviors such as doodling. Finally, some solutions such as more active involvement of the students into the lessons by means of engaging activities were offered by the participants to minimize boredom. Some practical recommendations are presented at the end of the study in line with the findings and the relevant literature.

References

  • Ali El Deen, A. M. M. (2023). Students’ boredom in English language classes: Voices from Saudi Arabia. Frontiers in Psychology, 14:1108372. https://doi.org/10.3389/fpsyg.2023.1108372
  • Andrade, J. (2010). What does doodling do? Applied Cognitive Psychology, 24(1), 100-106. https://doi.org/10.1002/acp.1561
  • Avşar, Y., & Gönüllü, M. T. (2000). A map preparation for outdoor noises of educational buildings in Fatih District of Istanbul. International Symposium on Noise Control & Acoustics for Educational Buildings, Yıldız Technical University, Istanbul/Turkey. 69-76.
  • Barabadi, E., Brauer, K., Proyer, R. T., & Tabar, M. R. (2023). Examining the role of gelotophobia for willingness to communicate and second language achievement using self- and teacher ratings. Current Psychology, 42, 5095-5109. https://doi.org/10.1007/s12144-021-01846-w
  • Begnaud, D., Coenraad, M., Jain, N., Patel, D., & Bonsignore, E. (2020). “It’s just too much”: exploring children’s views of boredom”, IDC ‘20: Proceedings of the 18th ACM International Conference on Interaction Deisgn and Children.
  • Brown, H. (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
  • Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
  • Cheng, L. (2023). Delving into the role of mindfulness on the relationship among creativity, anxiety, and boredom of young EFL learners. Heliyon, 9(2), 1-8. https://doi.org/10.1016/j.heliyon.2023.e13733
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
  • Csikszentmihalyi, M. (2014). Flow and the foundations of positive psychology, The collected works of Mihaly Csikszentmihalyi. Springer.
  • Daniels, L. M., Tze, M. C., & Goetz, T. (2015). Examining boredom: Different causes for different coping profiles. Learning and Individual Differences, 37, 255-261. https://doi.org/10.1016/j.lindif.2014.11.004
  • Daschmann, E. C. (2013). Boredom in school from the perspectives of students, teachers, and parents. PhD diss., University of Konstanz. https://d-nb.info/1037311957/34
  • Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2011). Testing the predictors of boredom at schools: Development and validation of the precursors to boredom scales. British Journal of Educational Psychology, 81, 421-440. https://doi.org/10.1348/000709910X526038
  • Davies, J., & Fortney, M. (2012). The menton theory of boredom and engagement. In P. Langley (Ed.) First Annual Conference on Cognitive Systems. Palo Alto, California, 131-143.
  • Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101, 102556. https://doi.org/10.1016/j.system.2021.102556
  • D’Mello, S., & Graesser, A. (2009). Automatic detection of learner’s affect from gross body language. Applied Artificial Intelligence, 23(2), 123-150. https://doi.org/10.1080/08839510802631745 Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
  • Dumančić, D. (2018). Investigating boredom among EFL teachers. ExELL (Explorations in English Language and Linguistics), 6(1), 57-80. https://doi.org/10.2478/exell-2019-0006
  • Eastwood J. D., Frischen A., Fenske M. J., & Smilek D. (2012). The unengaged mind: Defining boredom in terms of attention. Perspectives on Psychological Science, 7(5), 482-495. https://doi.org/10.1177/1745691612456044
  • Efklides, A., & Volet, S., Eds. (2005). Feelings and emotions in the learning process (Special Issue). Learning and Instruction, 15, 377-515.
  • Elpidorou, A. (2014). The bright side of boredom. Frontiers in Psychology, 5, 1-4. https://doi.org/10.3389/fpsyg.2014.01245
  • Eryılmaz, A., & Ergünay, O. (2018). Development of flow state scale in English as a foreign language context. European Journal of Education Studies, 4(11), 143-154. https://oapub.org/edu/index.php/ejes/article/view/1831
  • Gasper, K., & Middlewood, B. L. (2014). Approaching novel thoughts: Understanding why elation and boredom promote associative thought more than distress and relaxation. Journal of Experimental Social Psychology, 52, 50-57. https://doi.org/10.1016/j.jesp.2013.12.007
  • Goetz, T., & Hall, N. C. (2014). Academic boredom. In International handbook of emotions in education (pp. 311-330). Routledge/ Taylor & Francis Group.
  • Han, T., Öksüz, A., Şarman, G., & Nacar, A. M. (2020). Flow experiences of tertiary level Turkish EFL students in online language classes during COVID-19 outbreak. Milli Eğitim Dergisi, 49(1), 1059-1078. https://doi.org/10.37669/milliegitim.787835
  • Harris, M. B. (2000). Correlates and characteristics of boredom proneness and boredom. Journal of Applied Social Psychology, 30(3), 576-598. https://doi.org/10.1111/j.1559-1816.2000.tb02497.x
  • Huang, L. (2023). Comparing the deductive method and inductive method of grammar teaching for Chinese senior high school students. Journal of Education, Humanities and Social Sciences, 8, 229-237. https://doi.org/10.54097/ehss.v8i.4254
  • Jean, G., & Simard, J. (2011). Grammar teaching and learning in L2: Necessary, but boring? Foreign Languages Annals, 44(3), 467-494. https://doi.org/10.1111/j.1944-9720.2011.01143.x
  • Khalaf, S., Kilani, H., Razo, M. B., & Grigorenko E. L. (2022). Bored, distracted, and confused: Emotions that promote creativity and learning in a 28-month-old child using an iPad. Journal of Intelligence, 10: 118. https://doi.org/10.3390/jintelligence10040118
  • Kökçam, B., & Satan, A. (2022). Coping strategies with boredom in class: Scale development and validation. Research on Education and Psychology, 6(2), 207-227. https://doi.org/10.54535/rep.1202021
  • Kruk, M. (2021). Investigating the experience of boredom during reading sessions in the foreign language classroom. Journal of Language and Education, 7(3), 89-103. https://doi.org/10.17323/jle.2021.12339
  • Kruk, M., Pawlak, M., Elahi Shirvan, M., & Shahnama, M. (2022). The emergence of boredom in an online language class: An ecological perspective. System, 107, 102803. https://doi.org/10.1016/j.system.2022.102803
  • Kruk, M., & Zawodniak, J. (2017). Boredom in practical English language classes. Neofilolog, 49(1), 115-131. https://doi.org/10.14746/n.2017.49.1.07
  • Kruk, M., & Zawodniak, J. (2018). Boredom in practical English language classes: Insights from interview data. In L. Szymański, J. Zawodniak, A. Łobodziec, & M. Smoluk (Eds.), Interdisciplinary views on the English language, literature and culture (pp. 177- 191). Uniwersytet Zielonogórski.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford University Press.
  • Larson, R. W., & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99, 418-433. https://doi.org/10.1086/443992
  • Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second language learners’ beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91-104. https://doi.org/10.1111/j.1540-4781.2009.00830.x
  • Lohrmann, K. (2008). Langeweile im Unterricht. Waxmann.
  • Macklem, G. L. (2015). The academic emotion of boredom: The elephant in the classroom. In Boredom in the classroom, 1-10. Springer.
  • Manea, V. I., Macavei, T., & Pribeanu, C. (2020). Stress, frustration, boredom, and fatigue in online engineering education during the pandemic. International Journal of User-System Interaction, 13(4), 199-214.
  • McKay, P. (2006). Assessing young language learners. CUP, Cambridge.
  • Mehrabian, A., & Friedman, S. L. (1986). An analysis of fidgeting and associated individual differences. Journal of Personality, 54(2), 406-429. https://doi.org/10.1111/j.1467-6494.1986.tb00402.x
  • Merrifield, C., & Danckert, J. (2014). Characterizing the psychophysiological signature of boredom. Experimental Brain Research, 232(2), 481-491. https://doi.org/10.1007/s00221-013-3755-2
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
  • MoNE. (2017). Retrieved from https://tegm.meb.gov.tr/www/ortaokul-5-siniflarda-yabanci-dil-agirlikli-egitim-uygulamasi/icerik/471
  • Moran, J. (2003). Benjamin and boredom. Critical Quarterly, 45(1/2), 168-181. https://doi.org/10.1111/1467-8705.00483
  • Mousavian Rad, S. E., Roohani, A., & Mirzaei, A. (2022). Developing and validating precursors of students’ boredom in EFL classes: An exploratory sequential mixed-methods study. Journal of Multilingual and Multicultural Development, 1-18. https://doi.org/10.1080/01434632.2022.2082448
  • Nakamura, S., Darasawang, P., & Reinders, H. (2021). The antecedents of boredom in L2 classroom learning. System, 98, 102469. https://doi.org/10.1016/j.system.2021.102469
  • Nett, U. E., Daschmann, E. C., Goetz, T., & Stupnisky, R. (2016). How accurately can parents judge their children’s boredom in school? Frontiers in Psychology, 7, 770. https://doi.org/10.3389/fpsyg.2016.00770
  • Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored? Students' strategies for coping with boredom. Learning and Individual Differences, 20(6), 626-638. https://doi.org/10.1016/j.lindif.2010.09.004
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Perception of Boredom in Young Learners’ English Language Classes

Year 2023, Volume: 2 Issue: 2, 196 - 217, 29.12.2023
https://doi.org/10.58650/educatione.1331880

Abstract

This study aims to reveal the boredom perceptions in a Turkish public school providing intensive English classes for the 5th grade. From the perspectives of both students and teachers, the study examines whether young English as a foreign language (EFL) learners get bored in the classroom, the causes and signs of their boredom in addition to the perceived solutions to reduce their boredom perceptions. In accordance with these objectives, six 5th grade students and four English teachers took part in semi-structured interviews. As a result of the analysis of the findings, it was discovered that boredom is a common phenomenon for the students, and it is generally associated with certain causes such as grammar instruction. Additionally, it was found that boredom manifests itself by typical behaviors such as doodling. Finally, some solutions such as more active involvement of the students into the lessons by means of engaging activities were offered by the participants to minimize boredom. Some practical recommendations are presented at the end of the study in line with the findings and the relevant literature.

References

  • Ali El Deen, A. M. M. (2023). Students’ boredom in English language classes: Voices from Saudi Arabia. Frontiers in Psychology, 14:1108372. https://doi.org/10.3389/fpsyg.2023.1108372
  • Andrade, J. (2010). What does doodling do? Applied Cognitive Psychology, 24(1), 100-106. https://doi.org/10.1002/acp.1561
  • Avşar, Y., & Gönüllü, M. T. (2000). A map preparation for outdoor noises of educational buildings in Fatih District of Istanbul. International Symposium on Noise Control & Acoustics for Educational Buildings, Yıldız Technical University, Istanbul/Turkey. 69-76.
  • Barabadi, E., Brauer, K., Proyer, R. T., & Tabar, M. R. (2023). Examining the role of gelotophobia for willingness to communicate and second language achievement using self- and teacher ratings. Current Psychology, 42, 5095-5109. https://doi.org/10.1007/s12144-021-01846-w
  • Begnaud, D., Coenraad, M., Jain, N., Patel, D., & Bonsignore, E. (2020). “It’s just too much”: exploring children’s views of boredom”, IDC ‘20: Proceedings of the 18th ACM International Conference on Interaction Deisgn and Children.
  • Brown, H. (2007). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
  • Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
  • Cheng, L. (2023). Delving into the role of mindfulness on the relationship among creativity, anxiety, and boredom of young EFL learners. Heliyon, 9(2), 1-8. https://doi.org/10.1016/j.heliyon.2023.e13733
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
  • Csikszentmihalyi, M. (2014). Flow and the foundations of positive psychology, The collected works of Mihaly Csikszentmihalyi. Springer.
  • Daniels, L. M., Tze, M. C., & Goetz, T. (2015). Examining boredom: Different causes for different coping profiles. Learning and Individual Differences, 37, 255-261. https://doi.org/10.1016/j.lindif.2014.11.004
  • Daschmann, E. C. (2013). Boredom in school from the perspectives of students, teachers, and parents. PhD diss., University of Konstanz. https://d-nb.info/1037311957/34
  • Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2011). Testing the predictors of boredom at schools: Development and validation of the precursors to boredom scales. British Journal of Educational Psychology, 81, 421-440. https://doi.org/10.1348/000709910X526038
  • Davies, J., & Fortney, M. (2012). The menton theory of boredom and engagement. In P. Langley (Ed.) First Annual Conference on Cognitive Systems. Palo Alto, California, 131-143.
  • Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101, 102556. https://doi.org/10.1016/j.system.2021.102556
  • D’Mello, S., & Graesser, A. (2009). Automatic detection of learner’s affect from gross body language. Applied Artificial Intelligence, 23(2), 123-150. https://doi.org/10.1080/08839510802631745 Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
  • Dumančić, D. (2018). Investigating boredom among EFL teachers. ExELL (Explorations in English Language and Linguistics), 6(1), 57-80. https://doi.org/10.2478/exell-2019-0006
  • Eastwood J. D., Frischen A., Fenske M. J., & Smilek D. (2012). The unengaged mind: Defining boredom in terms of attention. Perspectives on Psychological Science, 7(5), 482-495. https://doi.org/10.1177/1745691612456044
  • Efklides, A., & Volet, S., Eds. (2005). Feelings and emotions in the learning process (Special Issue). Learning and Instruction, 15, 377-515.
  • Elpidorou, A. (2014). The bright side of boredom. Frontiers in Psychology, 5, 1-4. https://doi.org/10.3389/fpsyg.2014.01245
  • Eryılmaz, A., & Ergünay, O. (2018). Development of flow state scale in English as a foreign language context. European Journal of Education Studies, 4(11), 143-154. https://oapub.org/edu/index.php/ejes/article/view/1831
  • Gasper, K., & Middlewood, B. L. (2014). Approaching novel thoughts: Understanding why elation and boredom promote associative thought more than distress and relaxation. Journal of Experimental Social Psychology, 52, 50-57. https://doi.org/10.1016/j.jesp.2013.12.007
  • Goetz, T., & Hall, N. C. (2014). Academic boredom. In International handbook of emotions in education (pp. 311-330). Routledge/ Taylor & Francis Group.
  • Han, T., Öksüz, A., Şarman, G., & Nacar, A. M. (2020). Flow experiences of tertiary level Turkish EFL students in online language classes during COVID-19 outbreak. Milli Eğitim Dergisi, 49(1), 1059-1078. https://doi.org/10.37669/milliegitim.787835
  • Harris, M. B. (2000). Correlates and characteristics of boredom proneness and boredom. Journal of Applied Social Psychology, 30(3), 576-598. https://doi.org/10.1111/j.1559-1816.2000.tb02497.x
  • Huang, L. (2023). Comparing the deductive method and inductive method of grammar teaching for Chinese senior high school students. Journal of Education, Humanities and Social Sciences, 8, 229-237. https://doi.org/10.54097/ehss.v8i.4254
  • Jean, G., & Simard, J. (2011). Grammar teaching and learning in L2: Necessary, but boring? Foreign Languages Annals, 44(3), 467-494. https://doi.org/10.1111/j.1944-9720.2011.01143.x
  • Khalaf, S., Kilani, H., Razo, M. B., & Grigorenko E. L. (2022). Bored, distracted, and confused: Emotions that promote creativity and learning in a 28-month-old child using an iPad. Journal of Intelligence, 10: 118. https://doi.org/10.3390/jintelligence10040118
  • Kökçam, B., & Satan, A. (2022). Coping strategies with boredom in class: Scale development and validation. Research on Education and Psychology, 6(2), 207-227. https://doi.org/10.54535/rep.1202021
  • Kruk, M. (2021). Investigating the experience of boredom during reading sessions in the foreign language classroom. Journal of Language and Education, 7(3), 89-103. https://doi.org/10.17323/jle.2021.12339
  • Kruk, M., Pawlak, M., Elahi Shirvan, M., & Shahnama, M. (2022). The emergence of boredom in an online language class: An ecological perspective. System, 107, 102803. https://doi.org/10.1016/j.system.2022.102803
  • Kruk, M., & Zawodniak, J. (2017). Boredom in practical English language classes. Neofilolog, 49(1), 115-131. https://doi.org/10.14746/n.2017.49.1.07
  • Kruk, M., & Zawodniak, J. (2018). Boredom in practical English language classes: Insights from interview data. In L. Szymański, J. Zawodniak, A. Łobodziec, & M. Smoluk (Eds.), Interdisciplinary views on the English language, literature and culture (pp. 177- 191). Uniwersytet Zielonogórski.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford University Press.
  • Larson, R. W., & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99, 418-433. https://doi.org/10.1086/443992
  • Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second language learners’ beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91-104. https://doi.org/10.1111/j.1540-4781.2009.00830.x
  • Lohrmann, K. (2008). Langeweile im Unterricht. Waxmann.
  • Macklem, G. L. (2015). The academic emotion of boredom: The elephant in the classroom. In Boredom in the classroom, 1-10. Springer.
  • Manea, V. I., Macavei, T., & Pribeanu, C. (2020). Stress, frustration, boredom, and fatigue in online engineering education during the pandemic. International Journal of User-System Interaction, 13(4), 199-214.
  • McKay, P. (2006). Assessing young language learners. CUP, Cambridge.
  • Mehrabian, A., & Friedman, S. L. (1986). An analysis of fidgeting and associated individual differences. Journal of Personality, 54(2), 406-429. https://doi.org/10.1111/j.1467-6494.1986.tb00402.x
  • Merrifield, C., & Danckert, J. (2014). Characterizing the psychophysiological signature of boredom. Experimental Brain Research, 232(2), 481-491. https://doi.org/10.1007/s00221-013-3755-2
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
  • MoNE. (2017). Retrieved from https://tegm.meb.gov.tr/www/ortaokul-5-siniflarda-yabanci-dil-agirlikli-egitim-uygulamasi/icerik/471
  • Moran, J. (2003). Benjamin and boredom. Critical Quarterly, 45(1/2), 168-181. https://doi.org/10.1111/1467-8705.00483
  • Mousavian Rad, S. E., Roohani, A., & Mirzaei, A. (2022). Developing and validating precursors of students’ boredom in EFL classes: An exploratory sequential mixed-methods study. Journal of Multilingual and Multicultural Development, 1-18. https://doi.org/10.1080/01434632.2022.2082448
  • Nakamura, S., Darasawang, P., & Reinders, H. (2021). The antecedents of boredom in L2 classroom learning. System, 98, 102469. https://doi.org/10.1016/j.system.2021.102469
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There are 73 citations in total.

Details

Primary Language English
Subjects English As A Second Language
Journal Section Research Articles
Authors

Abdullah Coşkun 0000-0003-2818-1280

Early Pub Date September 26, 2023
Publication Date December 29, 2023
Submission Date July 24, 2023
Published in Issue Year 2023 Volume: 2 Issue: 2

Cite

APA Coşkun, A. (2023). Perception of Boredom in Young Learners’ English Language Classes. EDUCATIONE, 2(2), 196-217. https://doi.org/10.58650/educatione.1331880